Transition From Higher Education For Young Autistic Adults.pdf

Whilst young adults on the autism spectrum are less likely than their peers to enter higher education, there is evidence to suggest that this is changing. Some students on the autism spectrum have always attended university or college, but it is only relatively recently that data has begun to be collected regarding the participation of specific groups of disabled students in higher education. When reporting was first introduced in the UK in 2003, the recorded institutional figures of those disclosing 'Autistic spectrum disorder/Asperger's syndrome' was just 165 students, but by 2015 this number had increased by 400%. Similarly in the US, studies suggest that up to 45% of the approximately 550,000 autistic children who will be transitioning into adulthood over the next decade are expected to enrol in a university, college, or technical/vocational school in the coming years.

As larger numbers of autistic students have begun attending university, transitions into and within higher education have received an increasing level of research interest. Gelbar, Smith and Reichow's (2014) systematic review identifies practical learning adjustments, the social aspects of higher education, and experiences of induction as the primary foci across this burgeoning body of research literature. Kuder and Accardo's (2018) more recent analysis of the literature reviews eight studies with a focus on effectiveness of interventions or supports at university; only one study (Shmulsky et al., 2015) is specific to transition and this relates to a college induction program and students' progression from first to second year of study.

There is a substantial body of research related to the more general transition to adulthood for autistic populations. This literature suggests that transition and future planning can be complicated for individuals with an autism diagnosis and many frequently struggle to gain competitive employment, live independently, or sustain substantial social relationships. Evidence suggests that where transition goals such as these are not met, this can hinder the establishment of viable adult identities among autistic young people and impact negatively on mental health and overall quality of life.

The current study aimed to address the following broad research questions: 1) How do young autistic adults perceive their transition from higher education? 2) What are the perceived barriers to a successful transition from higher education? 3) What enables a successful transition from higher education for young autistic adults? A total of 21 young autistic adults from across England participated in the study. Participants ranged in age from 21 to 26 years, with 15 identifying as male and 6 as female. Twenty out of the 21 participants identified as White, and one as Afro-Caribbean.