Education Commons^™

Parents’ Perceptions Of The College Experiences Of Twice-Exceptional Students With Autism Spectrum Disorder, Joseph Madaus, Emily J. Tarconish, Shannon Langdon, Ashley Taconet, Nicholas W. Gelbar

Developmental Disabilities Network Journal

Students with Autism Spectrum Disorder are accessing college in increasing numbers, and within this group, there is a cohort of academically talented students who can be considered twice-exceptional, or 2e-ASD. While research about college students with ASD is increasing, there is a relative dearth of literature about 2e-ASD college students, and their secondary transition and college experiences. The current study presents the results of individual interviews that were conducted with 10 parents of 2e-ASD college students to explore their perceptions of their children’s experiences, including what things went well and what were problematic areas. Parents described clear and early expectations …

Perceptions Of College Students With Autism Spectrum Disorder On The Transition To Remote Learning During The Covid-19 Pandemic, Joseph Madaus, Alexandra Cascio, Nicholas W. Gelbar

Developmental Disabilities Network Journal

COVID-19 caused a major shift in how college students, including those with disabilities, received their education during the Spring 2020 semester. The rapid shift to remote learning resulted in new challenges, but also, some benefits for students. This study presents the results of open-ended responses of a cohort of 31 students with autism spectrum disorder (ASD) who were part of a larger study and enrolled in very- to highly competitive institutions (as rated by U.S. News and World Report) during the Spring 2020 semester regarding their experiences, both positive and negative, in shifting to remote learning. The students described …

College Students’ Knowledge Of And Openness To Students With Autism Spectrum Disorder, Louis W. Turchetta, Valerie Ryan

Developmental Disabilities Network Journal

College students with autism spectrum disorder (ASD) face challenges due to limited understanding of this condition. This study investigates college students' awareness of and openness to peers with ASD using an educational intervention. Data were analyzed via a pre–post survey design with two groups.

Factorial analysis of variance showed no significant differences between groups. However, a Wilcoxon signed-rank test revealed significant differences in the treatment group’s ranks on the openness scale and knowledge scale between pre- and post-intervention surveys. Findings yielded small (openness) and large effect sizes (knowledge) as expected. Brief educational interventions in required courses can thus potentially enhance …

Cognitive Disability And Postsecondary Education: A National Study On Earnings, John M. Andresen, Derek Nord

Developmental Disabilities Network Journal

Postsecondary education provides an opportunity to increase the economic potential of individuals. Earnings for individuals with cognitive disabilities are a major concern, as occupational outcomes are often dire. The prevalence of individuals with cognitive disabilities in postsecondary education settings is increasing, but little is known about how postsecondary attendance may relate to post-graduation earnings for this population. This article presents findings from the 2017 U.S. Census Bureau’s American Community Survey on the prevalence of individuals with cognitive disabilities who have attended various levels of postsecondary education and a series of linear regressions identifies the relationship between varying degrees and earnings …