Experiences of Belonging and Flourishing for Autistic Postsecondary Students
Date
2024-09-19
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
0000-0002-8152-5225
Type
Thesis
Degree Level
Doctoral
Abstract
This dissertation explores experiences of belonging and flourishing for autistic postsecondary students, in hopes of addressing the need for better understanding and support for autistic people in postsecondary settings. Autistic students frequently face additional challenges beyond what neurotypical students face during their postsecondary education, and this can impact wellbeing, academic performance, and the overall student experience. Despite societal misconceptions, the autistic community possesses unique perspectives and abilities, and make significant contributions to academia and society.
Guided by the principles of appreciative inquiry, this study employed a qualitative case study involving six autistic postsecondary students and three university staff and faculty, focusing on the theme of belonging and flourishing within the postsecondary context. The research aimed to identify features in the built and social environment which may contribute to belonging and flourishing to explore how postsecondary institutions might facilitate environments of belonging and flourishing for autistic students.
The significance of this study is situated in the act of reflecting and amplifying the voices of persons with neurodivergent distinctives and to highlight related academic literature, in order to inform educational leaders. This study sought to promote an evolution from deficit-focused approaches to more inclusive designs for learning, and positively influence the built and social environments within postsecondary education for neurodivergent students.
The findings of this study identified three primary themes critical for fostering belonging and flourishing among autistic postsecondary students: Systemic Change and Institutional Support, Community and Peer Support, and Personal Empowerment and Advocacy. These themes align with emerging literature and highlight implications around advancing progressive models of disability, integrating neurodiversity into educational theory, and conducting further research centered on neurodivergent voices and experiences.
Description
Keywords
autism, neurodiversity, belonging, flourishing, student supports, access and equity, student disability
Citation
Degree
Doctor of Philosophy (Ph.D.)
Department
Educational Administration
Program
Educational/Leadership