Support to students with Asperger syndrome in higher education — the perspectives of three relatives and three coordinators
Abstract
An increasing number of students with disabilities attend institutes of higher education (HE). Among this group are persons with Asperger syndrome (AS). Persons with AS have a cognitive impairment that can interfere with their studies and the ability to describe their needs and ask for support. This study deals with an assessment of the support services for students with AS from the perspectives of the students' relatives and the students' service providers at the universities they attend. The aim of this study was to investigate (a) earlier experiences and events in relation to the transition of students with AS to higher education, according to the relatives' perceptions of how these experiences and events affect university studies; and (b) the perceptions of both the relatives of students with AS and the coordinators for students with disabilities with respect to the study environment and support for students with AS. The approach is a case study methodology involving relatives and university coordinators for three students with AS. The coordinators' way of working with students with disabilities is primarily based on the coordinators' own ideas. No specific organizational routines exist for students with AS. The results reveal that the needs of students with AS have to be made explicit and must be incorporated into the support system. Relatives lack information about the situation and opportunities to engage in collaboration. Universities must adapt the support system to…
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Many autistic students often continue to perceive their parents as the main source of support at university.
“Many autistic students often continue to perceive their parents as the main source of support at university, ranging from providing social and emotional guidance, to advocating for academic support and helping with many daily living tasks (Elias et al., 2019; Fleischer, 2012; Mitchell & Beresford, 2014).”
From Differences in anxieties and social networks in a group-matched sample of autistic and typically developing students transitioning to university (2020) · cites this paper as Fleischer, 2012
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Cited by 41
- Authors
- Fleischer, A. S.
- Affiliations
- Jönköping University (SE)
- Corresponding author
- Fleischer, Ann Simmeborn
- Venue
- International Journal of Rehabilitation Research
- Published
- 2012-03
- Volume
- 35
- Issue
- 1
- Pages
- 54-61
- ISSN
- 0342-5282 (ISSN-L)
- OpenAlex
- W1995576940
- Cited by
- 41
- References
- 0
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 3 · 2023: 2 · 2021: 2 · 2020: 4 · 2019: 5 · 2017: 8 · 2016: 4 · 2015: 4 · 2014: 3 · 2013: 2
- FWCI
- 7.49
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Rehabilitation Research (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Lunds Universitet
- Uppsala Universitet
- Stockholms Universitet
- Topics
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Psychology › Clinical Psychology › Family and Disability Support Research
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Keywords
- Asperger syndrome, students with disabilities, higher education, transition to college, support services, family perspectives, cognitive impairment, learning environment, needs assessment
- MeSH terms
- Adult, Female, Humans, Male, Parents, Personality, Social Support, Students, Universities, Needs Assessment, Asperger Syndrome, Young Adult
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