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Life at university with Asperger syndrome: a comparison of student and staff perspectives

Knott, F. and Taylor, A. (2014) Life at university with Asperger syndrome: a comparison of student and staff perspectives. International Journal of Inclusive Education, 18 (4). pp. 411-426. ISSN 1360-3116

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To link to this item DOI: 10.1080/13603116.2013.781236

Abstract/Summary

Although increasing numbers of students with disabilities are accessing higher education, there is relatively little information about the needs of students with Asperger syndrome. Crucially, students themselves have rarely been included in research examining their needs or the supports they might find helpful. Three focus groups, one with students with Asperger syndrome and two with staff were conducted to explore the challenges, barriers and supports to students’ successful progress though one university in the UK. Thematic analysis revealed some key differences between staff and student perspectives, particularly with regard to impact of sensory sensitivities and daily life difficulties on academic progress. Students and staff also held differing views about what is helpful, relating to disclosure of diagnosis and the value of formal social supports. The study highlights the importance of developing services beyond traditional academic supports that students with Asperger syndrome themselves feel are valuable.

Item Type:Article
Refereed:Yes
Divisions:Interdisciplinary centres and themes > ASD (Autism Spectrum Disorders) Research Network
Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology
Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Psychopathology and Affective Neuroscience
ID Code:32190
Uncontrolled Keywords:Asperger syndrome, high functioning autism, university, student voice, student experience, student support
Publisher:Taylor and Francis

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