Title

Narrative Inquiry of Young Adults with Autism: College and Career Ready

Location

3034

Format Type

Paper

Format Type

Paper

Start Date

January 2016

End Date

January 2016

Abstract

This study investigates the lived experiences of college/university students or recent graduates with a verified diagnosis of Autism Spectrum Disorder (ASD) uncomplicated by an intellectual disability. While these students present with excellent academic scholarship, they face complex symptomology such as difficulty with social skills, narrowed interests, and lack of self-awareness that may affect their ability to successfully complete college and transition into the workforce (Mynatt, Gibbons, & Hughes, 2014). These students have unique needs that require nonacademic social and emotional supports to deal with significant deficits in these areas (Barnhill, 2014). Through semi-structured interviews in the participants’ natural environment, the researcher investigated the cultural and social patterns of this group through the lens of individual experiences. This narrative analysis seeks to develop an understanding of how a diagnosis of high functioning ASD impacts the college/university experience and the transition from college to career as told by the student and their immediate family members. Insights generated from this investigation may serve as a catalyst for personal and social change in an effort to promote social justice for these individuals as they seek inclusive participation in our democratic society and global economy.

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Narrative Inquiry of Young Adults with Autism: College and Career Ready

3034

This study investigates the lived experiences of college/university students or recent graduates with a verified diagnosis of Autism Spectrum Disorder (ASD) uncomplicated by an intellectual disability. While these students present with excellent academic scholarship, they face complex symptomology such as difficulty with social skills, narrowed interests, and lack of self-awareness that may affect their ability to successfully complete college and transition into the workforce (Mynatt, Gibbons, & Hughes, 2014). These students have unique needs that require nonacademic social and emotional supports to deal with significant deficits in these areas (Barnhill, 2014). Through semi-structured interviews in the participants’ natural environment, the researcher investigated the cultural and social patterns of this group through the lens of individual experiences. This narrative analysis seeks to develop an understanding of how a diagnosis of high functioning ASD impacts the college/university experience and the transition from college to career as told by the student and their immediate family members. Insights generated from this investigation may serve as a catalyst for personal and social change in an effort to promote social justice for these individuals as they seek inclusive participation in our democratic society and global economy.