The educational experiences of Black individuals with late-diagnosed autism

Autism is increasingly diagnosed among children under 17 in Canada. As a result, Canadian literature explores the diagnostic processes, services, educational experiences, resources, and success of interventions for autism in young populations. Though this research is important, it fails to address the experiences of autistic adults, especially those diagnosed with autism beyond childhood. This can be detrimental for autistics who must navigate a system that does not understand or have services designed for them. Challenges are multiplied when the autistic individual is racialized. Using confessional ethnography, this study explored the educational experiences of Black individuals who received autism diagnoses as young adults and adults. Semi-structured interviews highlighted the unique experiences of this group. Findings demonstrate barriers and challenges Black autistic adults faced in obtaining a diagnosis and accessing support. This study contributes to an underdeveloped area of autism research on late autism diagnoses, schooling experiences before diagnosis and support, racial and cultural barriers, and accessibility for autistic adults.

Name thesis:degree_name

Master of Arts (MA)

Discipline thesis:degree_discipline

Education

Grantor

University of Ontario Institute of Technology

Year dc:date.issued

2025

Author dc:creator

• Cagan, Casiah

Advisors dc:contributor.advisor

• Eamer, Allyson
• Arumuhathas, Shamiga

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10155/2042

OAI identifier oai:identifier

oai:ontariotechu.scholaris.ca:10155/2042