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The Academic Adjustments of First-Year Students with Autism

Author

Listed:
  • Wanda Hadley

    (Western Michigan University, Michigan)

  • Yuqian Zhang

    (Western Michigan University, Michigan)

Abstract

Students with learning disabilities, specifically those with autism spectrum disorders (ASD) transitioning from high school to college might face barriers to their academic participation. Seamless access on campus for students with ASD should be a priority that includes accommodations, a culture that is inclusive, and faculty that understand the issues related to having students with ASD in the classroom. This study reviews the experiences of the same group of entering first-year students with ASD over a two-year period as they adjust to the transition to college. Students struggled to move away from accommodations such as tutoring, extra time for exams, and proctored exams as they had received in high school.

Suggested Citation

  • Wanda Hadley & Yuqian Zhang, 2021. "The Academic Adjustments of First-Year Students with Autism," Research Journal of Education, Academic Research Publishing Group, vol. 7(1), pages 36-41, 03-2021.
    • Handle: RePEc:arp:rjearp:2021:p:36-41
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