Perceptions of High School and College Students with Autism related to their Obstacles and Strategies to Academic Success

Authors

  • Gary E. Schaffer Self
  • Dr. Shahrokh. M. Shafaie
  • Dr. Anthony J. Faber

DOI:

https://doi.org/10.13021/jipe.2021.2728

Abstract

Despite an increasing number of young adults with autism pursuing postsecondary education, limited research has been devoted to high-functioning students with autism transitioning to college and currently attending postsecondary education.  This preliminary study surveyed 109 high school and undergraduate students with high-functioning autism.  Participants were asked about their perceptions regarding their compensatory strategies, everyday hindrances, areas of perceived strength, and areas of academic and career interest.  Results of this study add to the existing literature by revealing significant differences between responses for high school and postsecondary students.  Additional significant differences are noted between male and female respondents.

Author Biographies

Gary E. Schaffer, Self

Gary Schaffer is a professor of school psychology and counseling at Niagara University.

Dr. Shahrokh. M. Shafaie

Dr. Sharo Shafaie is a professor of Child Development at the Southeast Missouri State University, in the College of Health & Human Services.

Dr. Anthony J. Faber

Dr. Anthony J. Faber is a Professor at Southeast Missouri State University where he teaches and coordinates the Family Studies undergraduate program.

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Published

2021-05-24

How to Cite

Schaffer, G. E., Dr. Shahrokh. M. Shafaie, & Dr. Anthony J. Faber. (2021). Perceptions of High School and College Students with Autism related to their Obstacles and Strategies to Academic Success . Journal of Inclusive Postsecondary Education, 3(1). https://doi.org/10.13021/jipe.2021.2728