Experiences of Students with Autism in Online Postsecondary Education: A Consensus Building Investigation Using the Nominal Group Technique

Autor/inn/en	Nelson, Cailee M.; White, Susan W.; Stoppelbein, Laura; Paul, Margaret L.; Armstrong, Madelyn L.; Morett, Laura M.
Titel	Experiences of Students with Autism in Online Postsecondary Education: A Consensus Building Investigation Using the Nominal Group Technique
Quelle	In: Education and Training in Autism and Developmental Disabilities, 58 (2023) 3, S.253-268 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Postsecondary Education; Online Courses; College Students; Barriers; Distance Education; Interpersonal Relationship; Interpersonal Communication; Blended Learning; Access to Education; COVID-19; Pandemics; Student Characteristics; Psychological Patterns; Self Determination; Student Attitudes; UCLA Loneliness Scale + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Post-secondary education; Tertiäre Bildung; Online course; Online-Kurs; Collegestudent; Distance study; Distance learning; Fernunterricht; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kommunikation; Education; Access; Bildung; Zugang; Bildungszugang; Selbstbestimmung; Schülerverhalten
Abstract	Autism spectrum disorder (ASD) is a neurodevelopmental disorder that is often characterized in existing literature by deficits in social skills and communication. Due to COVID-19, a new issue has presented itself for many students--learning effectively in online education. Despite evidence suggesting many college students with autism prefer online courses, research specifically investigating the challenges these students face in emergency remote instruction is limited. Using a virtually adapted nominal group technique (NGT), this project examined the challenges students with and without autism face in emergency remote and hybrid postsecondary education and inquired about resources available to them. Themes such as struggling to form relationships, poor communication, and a need for increased accessibility emerged from the participants with (n = 8) and without (n = 11) autism. Ultimately, these findings highlight challenges that postsecondary students with and without autism are facing in emergency remote instruction and supports that would be helpful in these educational experiences. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01