Abstract
Increasing pieces evidence suggest that learners with autism spectrum disorder (ASD) and their families experience limiting challenges in their transition at different developmental and academic levels in life. It is not clear, however, what the specific challenges that limit their successful transition are, despite parents' and teachers' efforts to support them. The current study sought to investigate the factors challenging students with ASD in transitioning to higher education. The study adopted a phenomenological qualitative research design with a total of 10first-year students with ASD in higher education institutions in Nigeria. The one-on-one interview was conducted, guided by a semi-structured interview schedule. Data collected were analyzed using content analysis, through the inductive thematic procedure. The results revealed five main themes, which include: academic functioning difficulties, social difficulties, structural issues, mental health problems, and lack of resources and supports. Each major theme was discussed based on the emerging subthemes. The findings of the study suggest an increased need for academic, social, materials, and environmental supports for students with ASD who transition to higher education institutions. More supports should be put in place to help learners with autism develop personal resources that will encourage their success in higher education institutions.
Highlights
The inclusion of students with disabilities in higher education has been increasing (Brett, 2016; Swart & Greyling, 2011)
There is an increasing number of individuals with disabilities, including those with Autism Spectrum Disorders (ASDs) who enroll in higher education (Barnhill, 2016; Bell, Devecchi, McGuckin & Shevlin, 2017)
Little is known about the challenges faced by students with ASD who transition to higher education in Nigeria
Summary
The inclusion of students with disabilities in higher education has been increasing (Brett, 2016; Swart & Greyling, 2011). The evolving education and disability legislation is making an important move towards promoting greater opportunities for individuals with disabilities, to enroll in, and complete higher education (Brett, 2016). Higher education policy across the globe has changed considerably following the amplified focus on inclusive practice in recent times (Brett, 2016; Järkestig Berggren, Rowan, Bergbäck & Blomberg, 2016). There is an increasing number of individuals with disabilities, including those with Autism Spectrum Disorders (ASDs) who enroll in higher education (Barnhill, 2016; Bell, Devecchi, McGuckin & Shevlin, 2017). ASDs are a constellation of life-long neuro-developmental disorder, characterized by deficiencies in social communication skills, as well as patterns of restricted or repetitive behavior and interests/activities (American Psychiatric Association, 2013). With the increase in the prevalence of ASD over the recent times (Cox et al, 2017; Gelbar, Smith & Reichow, 2014), it is expected that individuals with ASDs seeking to enroll in higher education are likely to continue to rise (Kuder &Accardo, 2018; Pinder-Amaker, 2014; Thierfeld Brown & Wolf, 2014)
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