Hostname: page-component-8448b6f56d-m8qmq Total loading time: 0 Render date: 2024-04-17T09:52:10.726Z Has data issue: false hasContentIssue false
  • English
  • Français

The Facilitators, Obstacles and Needs of Individuals With Autism Spectrum Conditions Accessing Further and Higher Education: A Systematic Review

Published online by Cambridge University Press:  23 November 2016

Nicky Toor ,
Terry Hanley  and
Judith Hebron Open the ORCID record for Judith Hebron [Opens in a new window]
Nicky Toor
Affiliation:
University of Manchester, Manchester, England
Terry Hanley*
Affiliation:
University of Manchester, Manchester, England
Judith Hebron
Affiliation:
Leeds Trinity University, Horsforth, West Yorkshire, England
*
address for correspondence: Terry Hanley, Senior Lecturer in Counselling Psychology, Manchester Institute of Education, Ellen Wilkinson Building, The University of Manchester, Oxford Road, Manchester M13 9PL, England. Email: terry.hanley@manchester.ac.uk
Get access

Abstract

Many young adults diagnosed with autism spectrum conditions (ASC) intend to go to college and/or university, yet research suggests that these individuals find aspects of college and university life challenging. To explore the views of individuals directly affected by these challenges, a systematic review of the existing qualitative literature in this area was conducted. Twelve studies met the inclusion criteria. Thematic analysis of these articles identified six superordinate themes: the involvement of professionals; academic, environmental, and social factors; wellbeing; communication; and understanding. The facilitators, obstacles and needs of students pervaded these themes and are discussed alongside implications for counsellors and psychologists working in schools.

Keywords

autism spectrum conditionsfurther educationhigher educationtransitionsystematic reviewqualitative research
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 26 , Special Issue 2: Developmental Disabilities , December 2016 , pp. 166 - 190
Copyright
Copyright © The Author(s) 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adolfsson, M., & Simmeborn Fleischer, A. (2013). Applying the ICF to identify requirements for students with Asperger syndrome in higher education. Developmental Neurorehabilitation, 18, 190–202.Google Scholar
Adreon, D., & Durocher, J.S. (2007). Evaluating the college transition needs of individuals with high-functioning autism spectrum disorders. Intervention in School and Clinic, 42, 271–279.Google Scholar
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.Google Scholar
Ashby, C.E., & Causton-Theoharis, J. (2012). ‘Moving quietly through the door of opportunity’: Perspectives of college students who type to communicate. Equity & Excellence in Education, 45, 261–282.Google Scholar
Barnhill, G.P. (2014). Supporting students with Asperger syndrome on college campuses: Current practices. Focus on Autism and Other Developmental Disabilities, 31, 3–15.CrossRefGoogle Scholar
Baron-Cohen, S., Cassidy, S., Auyeung, B., Allison, C., Achoukhi, M., Robertson, S., . . . Lai, M.-C. (2014). Attenuation of typical sex differences in 800 adults with autism vs. 3,900 controls. PloS One, 9, e102251.CrossRefGoogle Scholar
Billington, T. (2006). Working with autistic children and young people: Sense, experience and the challenges for services, policies and practices. Disability & Society, 21, 1–13.CrossRefGoogle Scholar
Bölte, S. (2014). The power of words: Is qualitative research as important as quantitative research in the study of autism? Autism, 18, 67–68.Google Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.Google Scholar
Brinckerhoff, L.C. (1994). Developing effective self-advocacy skills in college-bound students with learning disabilities. Intervention in School and Clinic, 29, 229–237.Google Scholar
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by design and nature. Cambridge, MA: Harvard University Press.Google Scholar
Brown, J., & Wolf, L. (2014). Transition to higher education for students with autistic spectrum disorder. In McPartland, J., Klin, A., & Volkmar, F. (Eds.), Asperger syndrome: Assessing and treating high-functioning autism spectrum disorders (2nd ed., pp. 367–393). London: The Guilford Press.Google Scholar
Camarena, P.M., & Sarigiani, P.A. (2009). Postsecondary educational aspirations of high-functioning adolescents with autism spectrum disorders and their parents. Focus on Autism and Other Developmental Disabilities, 24, 115–128.CrossRefGoogle Scholar
Cavanagh, P.K., & VanBergeijk, E.O. (2012). Transition planning for students with autism and other intellectual disabilities. In Franklin, C., Harris, M.B., & Allen-Meares, P. (Eds.), The school services sourcebook (2nd ed., pp. 875–888). Oxford University Press.Google Scholar
Carroll, C., Booth, A., & Lloyd-Jones, M. (2012). Should we exclude inadequately reported studies from qualitative systematic reviews? An evaluation of sensitivity analyses in two case study reviews. Qualitative Health Research, 22, 1425–1434.Google Scholar
Centre for Reviews and Dissemination. (2009). Systematic reviews: CRD's guidance for undertaking reviews in health care. York: Author. Retrieved 14 May 2016, from http://www.york.ac.uk/media/crd/Systematic_Reviews.pdf Google Scholar
Curtin, C., Anderson, S.E., Must, A., & Bandini, L. (2010). The prevalence of obesity in children with autism: A secondary data analysis using nationally representative data from the National Survey of Children's Health. BMC Paediatrics, 10, 11.Google Scholar
Dixon-Woods, M., Bonas, S., Booth, A., Jones, D.R., Miller, T., Sutton, A.J., . . . Young, B. (2006). How can systematic reviews incorporate qualitative research? A critical perspective. Qualitative Research, 6, 27–44.Google Scholar
Elliott, R., Fischer, C.T., & Rennie, D.L. (1999). Evolving guidelines for publication of qualitative research studies in psychology and related fields. British Journal of Clinical Psychology, 38, 215–229.Google Scholar
Gardiner, E., & Iarocci, G. (2013). Students with autism spectrum disorder in the university context: Peer acceptance predicts intention to volunteer. Journal of Autism and Developmental Disorders, 44, 1008–1017.Google Scholar
Gibson, K., Cartwright, C., Kerrisk, K., Campbell, J., & Seymour, F. (2015). What young people want: A qualitative study of adolescents’ priorities for engagement across psychological services. Journal of Child and Family Studies, 25, 1057–1065.CrossRefGoogle Scholar
Glennon, T.J. (2001). The stress of the university experience for students with Asperger syndrome. Work, 17, 183–190.Google Scholar
Gobbo, K., & Shmulsky, S. (2014). Faculty experience with college students with autism spectrum disorders: A qualitative study of challenges and solutions. Focus on Autism and Other Developmental Disabilities, 29, 13–22.Google Scholar
Gomez-Pinilla, F., & Hillman, C. (2013). The influence of exercise on cognitive abilities. Comprehensive Physiology, 3, 403–428.Google Scholar
Griffith, G.M., Totsika, V., Nash, S., & Hastings, R.P. (2012). ‘I just don't fit anywhere’: Support experiences and future support needs of individuals with Asperger syndrome in middle adulthood. Autism, 16, 532–546.Google Scholar
Guo, S.S., Wu, W., Chumlea, W.C., & Roche, A.F. (2002). Predicting overweight and obesity in adulthood from body mass index values in childhood and adolescence. The American Journal of Clinical Nutrition, 76, 653–658.Google Scholar
Hanley, T., & Cutts, L.A. (2013). What is a systematic review? Counselling Psychology Review, 28, 3–6.Google Scholar
Hanley, T., Williams, G., & Sefi, A. (2013). Pluralistic counselling for young people. In Hanley, T., Humphrey, N., & Lennie, C. (Eds.), Adolescent Counselling Psychology (pp. 133–156). London: Routledge.Google Scholar
Hewitt, L.E. (2011). Perspectives on support needs of individuals with autism spectrum disorders: Transition to college. Topics in Language Disorders, 31, 273–285.Google Scholar
Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2004). Adult outcome for children with autism. Journal of Child Psychology and Psychiatry, 45, 212–229.Google Scholar
Howlin, P., Moss, P., Savage, S., & Rutter, M. (2013). Social outcomes in mid-to later adulthood among individuals diagnosed with autism and average nonverbal IQ as children. Journal of the American Academy of Child & Adolescent Psychiatry, 52, 572–581.Google Scholar
Jekel, D., & Loo, S. (2002). So you want to go to college: Recommendations, helpful tips, and suggestions for success at college. Watertown, MA: Asperger's Association of New England.Google Scholar
Jennes-Coussens, M., Magill-Evans, J., & Koning, C. (2006). The quality of life of young men with Asperger syndrome A brief report. Autism, 10, 403–414.Google Scholar
Knott, F., & Taylor, A. (2014). Life at university with Asperger syndrome: A comparison of student and staff perspectives. International Journal of Inclusive Education, 18, 411–426.Google Scholar
Krogh, K., & Lindsay, P. (1999). Including people with disabilities in research: Implications for the field of augmentative and alternative communication. Augmentative and Alternative Communication, 15, 222–233.Google Scholar
Lawrence, D.H., Alleckson, D.A., & Bjorklund, P. (2010). Beyond the roadblocks: Transitioning to adulthood with Asperger's disorder. Archives of Psychiatric Nursing, 24, 227–238.CrossRefGoogle ScholarPubMed
Liptak, G.S., Kennedy, J.A., & Dosa, N.P. (2011). Social participation in a nationally representative sample of older youth and young adults with autism. Journal of Developmental & Behavioral Pediatrics, 32, 277–283.CrossRefGoogle Scholar
Lugnegard, T., Hallerback, M.U., & Gillberg, C. (2011). Psychiatric comorbidity in young adults with a clinical diagnosis of Asperger syndrome. Research in Developmental Disabilities, 32, 1910–1917.Google Scholar
MacLeod, A., & Green, S. (2009). Beyond the books: case study of a collaborative and holistic support model for university students with Asperger syndrome. Studies in Higher Education, 34, 631–646.Google Scholar
MacLeod, A., Lewis, A., & Robertson, C. (2013). ‘Why should I be like bloody Rain Man?!’Navigating the autistic identity. British Journal of Special Education, 40, 41–49.Google Scholar
Madriaga, M. (2010). ‘I avoid pubs and the student union like the plague’: Students with Asperger syndrome and their negotiation of university spaces. Children's Geographies, 8, 39–50.Google Scholar
Madriaga, M., & Goodley, D. (2010). Moving beyond the minimum: Socially just pedagogies and Asperger's syndrome in UK higher education. International Journal of Inclusive Education, 14, 115–131.Google Scholar
Mahoney, D. (2008). College students’ attitudes toward individuals with autism. Dissertation Abstracts International, 68, 7672.Google Scholar
Matthews, N.L., Ly, A.R., & Goldberg, W.A. (2015). College students’ perceptions of peers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 90–99.Google Scholar
Mitchell, W., & Beresford, B. (2014). Young people with high‐functioning autism and Asperger's syndrome planning for and anticipating the move to college: what supports a positive transition? British Journal of Special Education, 41, 151–171.Google Scholar
Morrison, J.Q., Sansosti, F.J., & Hadley, W.M. (2009). Parent perceptions of the anticipated needs and expectations for support for their college-bound students with Asperger's syndrome. Journal of Postsecondary Education and Disability, 22, 78–87.Google Scholar
Müller, E., Schuler, A., & Yates, G.B. (2008). Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities. Autism, 12, 173–190.Google Scholar
Nevill, R.E., & White, S.W. (2011). College students’ openness toward autism spectrum disorders: Improving peer acceptance. Journal of Autism and Developmental Disorders, 41, 1619–1628.Google Scholar
Orsmond, G.I., Shattuck, P.T., Cooper, B.P., Sterzing, P.R., & Anderson, K.A. (2013). Social participation among young adults with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 2710–2719.Google Scholar
Pellicano, E., Dinsmore, A., & Charman, T. (2014). What should autism research focus upon? Community views and priorities from the United Kingdom. Autism, 18, 756–770.Google Scholar
Rogers, C.R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21, 95–103.Google Scholar
Shattuck, P.T., Narendorf, S.C., Cooper, B., Sterzing, P.R., Wagner, M., & Taylor, J.L. (2012). Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics, 129, 1042–1049.CrossRefGoogle ScholarPubMed
Shmulsky, S., & Gobbo, K. (2013). Autism spectrum in the college classroom: Strategies for instructors. Community College Journal of Research and Practice, 37, 490–495.Google Scholar
Simmeborn Fleischer, A. (2011). Alienation and struggle: everyday student-life of three male students with Asperger syndrome. Scandinavian Journal of Disability Research, 14, 177–194.Google Scholar
Simmeborn Fleischer, A. (2012). Support to students with Asperger syndrome in higher education — The perspectives of three relatives and three coordinators. International Journal of Rehabilitation Research, 35, 54–61.Google Scholar
Simmons, L. (2008). Think differently — act positively: Public perceptions of autism. London: The National Autistic Society.Google Scholar
Stodden, R.A., & Zucker, S.H. (2004). Transition of youth with disabilities to postsecondary education. Education and Training in Developmental Disabilities, 39, 3–5.Google Scholar
Ströhle, A. (2009). Physical activity, exercise, depression and anxiety disorders. Journal of Neural Transmission, 116, 777–784.Google Scholar
Taylor, M.J. (2005). Teaching students with autistic spectrum disorders in HE. Education+ Training, 47, 484–495.CrossRefGoogle Scholar
Test, D.W., Fowler, C.H., Wood, W.M., Brewer, D.M., & Eddy, S. (2005). A conceptual framework of self-advocacy for students with disabilities. Remedial and Special Education, 26, 43–54.Google Scholar
Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8, 45.Google Scholar
VanBergeijk, E.O. (2013). Summer bridge programs: Opportunities to maximize transition success. Autism Spectrum News, 5, 1, 24.Google Scholar
VanBergeijk, E.O, Klin, A., & Volkmar, F. (2008). Supporting more able students on the autism spectrum: College and beyond. Journal of Autism and Developmental Disorders, 38, 1359–1370.CrossRefGoogle ScholarPubMed
Van Hees, V., Moyson, T., & Roeyers, H. (2015). Higher education experiences of students with autism spectrum disorder: Challenges, benefits and support needs. Journal of Autism and Developmental Disorders, 45, 1673–1688.CrossRefGoogle ScholarPubMed
Wehman, P.H., Schall, C.M., McDonough, J., Kregel, J., Brooke, V., Molinelli, A., . . . Thiss, W. (2014). Competitive employment for youth with autism spectrum disorders: Early results from a randomized clinical trial. Journal of Autism and Developmental Disorders, 44, 487–500.Google Scholar
White, S.W., Ollendick, T.H., & Bray, B.C. (2011). College students on the autism spectrum: prevalence and associated problems. Autism, 15, 683–701.Google Scholar
Woods, A.G., Mahdavi, E., & Ryan, J.P. (2013). Treating clients with Asperger's syndrome and autism. Child Adolescent Psychiatry Mental Health, 7, 1–8.Google Scholar