The purpose of this qualitative study was to analyze the perceptions of 14 higher education disability professions (HEDPs) from 4-year public universities in Michigan regarding the transition process for students with autism spectrum disorder (ASD) from secondary to postsecondary institutions. A phenomenological analysis approach was used to analyze data. ASD is a lifelong disorder, and people with ASD who seek postsecondary education require individualized supports. Additionally, a growing number of students with ASD are attending college after high school, so universities need to be prepared for them. ASD students have unique communication, social, and behavioral characteristics and need accommodations to help them achieve academic success. The transition to college can be arduous for these students, and a failure to plan appropriately will nearly always lead to the first-semester failure.
Virtual interviews were conducted with participants in which they responded to a 21- question survey instrument that was developed for this study. Five research questions examined retention, barriers, gaps, support services, and practices. Open-ended interviews provided key data, which I analyzed using a theoretical framework informed by transformative worldview inquiry, disability theory, organizational theory, and critical race theory.
Nine themes and multiple subthemes emerged from this analysis. These themes identified key factors impacting the postsecondary transition process for students with ASD: parental involvement, accommodations, influencers of success, social and independent functioning, ASD issues, career employment, the transition from K-12 to postsecondary, faculty, and academic functioning. The appendices contain supportive materials to guide the potential implementation of this study for stakeholders: Transition from High School to College Overview Tool, Transition Tool for Students with Autism for College, Transition Tool for Parents, and Informal Inventory for Schools. These tools assist with understanding the key elements that support a successful transition to college for students with autism.
","abstract_html":"<p>The purpose of this qualitative study was to analyze the perceptions of 14 higher education disability professions (HEDPs) from 4-year public universities in Michigan regarding the transition process for students with autism spectrum disorder (ASD) from secondary to postsecondary institutions. A phenomenological analysis approach was used to analyze data. ASD is a lifelong disorder, and people with ASD who seek postsecondary education require individualized supports. Additionally, a growing number of students with ASD are attending college after high school, so universities need to be prepared for them. ASD students have unique communication, social, and behavioral characteristics and need accommodations to help them achieve academic success. The transition to college can be arduous for these students, and a failure to plan appropriately will nearly always lead to the first-semester failure.</p> <p>Virtual interviews were conducted with participants in which they responded to a 21- question survey instrument that was developed for this study. Five research questions examined retention, barriers, gaps, support services, and practices. Open-ended interviews provided key data, which I analyzed using a theoretical framework informed by transformative worldview inquiry, disability theory, organizational theory, and critical race theory.</p> <p>Nine themes and multiple subthemes emerged from this analysis. These themes identified key factors impacting the postsecondary transition process for students with ASD: parental involvement, accommodations, influencers of success, social and independent functioning, ASD issues, career employment, the transition from K-12 to postsecondary, faculty, and academic functioning. The appendices contain supportive materials to guide the potential implementation of this study for stakeholders: Transition from High School to College Overview Tool, Transition Tool for Students with Autism for College, Transition Tool for Parents, and Informal Inventory for Schools. These tools assist with understanding the key elements that support a successful transition to college for students with autism.</p>","abstract_has_math":false,"creators":["Witcher, Shontaye M."],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Open Access Dissertation","degree_discipline":"Leadership and Counseling","degree_department":null,"school":null,"contributors":["Rema Reynolds, PhD","Carmen McCallum, PhD","David Anderson, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-01-01T08:00:00Z","date_published":"2020-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:40Z","subjects":["Autism","College","K12","Parents","Postsecondary","Transition"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/1010","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rema Reynolds, PhD","Carmen McCallum, PhD","David Anderson, PhD"]},{"key":"dc:creator","label":"Author","values":["Witcher, Shontaye M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-07-28T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Leadership and Counseling"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Autism","College","K12","Parents","Postsecondary","Transition"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/1010"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative study was to analyze the perceptions of 14 higher education disability professions (HEDPs) from 4-year public universities in Michigan regarding the transition process for students with autism spectrum disorder (ASD) from secondary to postsecondary institutions. A phenomenological analysis approach was used to analyze data. ASD is a lifelong disorder, and people with ASD who seek postsecondary education require individualized supports. Additionally, a growing number of students with ASD are attending college after high school, so universities need to be prepared for them. ASD students have unique communication, social, and behavioral characteristics and need accommodations to help them achieve academic success. The transition to college can be arduous for these students, and a failure to plan appropriately will nearly always lead to the first-semester failure.
Virtual interviews were conducted with participants in which they responded to a 21- question survey instrument that was developed for this study. Five research questions examined retention, barriers, gaps, support services, and practices. Open-ended interviews provided key data, which I analyzed using a theoretical framework informed by transformative worldview inquiry, disability theory, organizational theory, and critical race theory.
Nine themes and multiple subthemes emerged from this analysis. These themes identified key factors impacting the postsecondary transition process for students with ASD: parental involvement, accommodations, influencers of success, social and independent functioning, ASD issues, career employment, the transition from K-12 to postsecondary, faculty, and academic functioning. The appendices contain supportive materials to guide the potential implementation of this study for stakeholders: Transition from High School to College Overview Tool, Transition Tool for Students with Autism for College, Transition Tool for Parents, and Informal Inventory for Schools. These tools assist with understanding the key elements that support a successful transition to college for students with autism.
"]},{"key":"dc:title","label":"Title","values":["Higher education disability professionals perceptions on transition processes for college freshmen with autism spectrum disorders"]}]}],"canonical_facts":{"dc:contributor":["Rema Reynolds, PhD","Carmen McCallum, PhD","David Anderson, PhD"],"dc:creator":["Witcher, Shontaye M."],"dc:date.available":["2020-07-28T07:00:00Z"],"dc:description.abstract":["The purpose of this qualitative study was to analyze the perceptions of 14 higher education disability professions (HEDPs) from 4-year public universities in Michigan regarding the transition process for students with autism spectrum disorder (ASD) from secondary to postsecondary institutions. A phenomenological analysis approach was used to analyze data. ASD is a lifelong disorder, and people with ASD who seek postsecondary education require individualized supports. Additionally, a growing number of students with ASD are attending college after high school, so universities need to be prepared for them. ASD students have unique communication, social, and behavioral characteristics and need accommodations to help them achieve academic success. The transition to college can be arduous for these students, and a failure to plan appropriately will nearly always lead to the first-semester failure.
Virtual interviews were conducted with participants in which they responded to a 21- question survey instrument that was developed for this study. Five research questions examined retention, barriers, gaps, support services, and practices. Open-ended interviews provided key data, which I analyzed using a theoretical framework informed by transformative worldview inquiry, disability theory, organizational theory, and critical race theory.
Nine themes and multiple subthemes emerged from this analysis. These themes identified key factors impacting the postsecondary transition process for students with ASD: parental involvement, accommodations, influencers of success, social and independent functioning, ASD issues, career employment, the transition from K-12 to postsecondary, faculty, and academic functioning. The appendices contain supportive materials to guide the potential implementation of this study for stakeholders: Transition from High School to College Overview Tool, Transition Tool for Students with Autism for College, Transition Tool for Parents, and Informal Inventory for Schools. These tools assist with understanding the key elements that support a successful transition to college for students with autism.
"],"dc:identifier":["https://commons.emich.edu/theses/1010"],"dc:subject":["Autism","College","K12","Parents","Postsecondary","Transition"],"dc:title":["Higher education disability professionals perceptions on transition processes for college freshmen with autism spectrum disorders"],"thesis:degree_discipline":["Leadership and Counseling"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T02:17:40Z"}