Abstract
Increasing numbers of academically talented students with autism spectrum disorder (ASD) are accessing higher education. This is an underserved, and understudied cohort of students, as their talents can mask their autism, or their autism can mask their talents. We conducted interviews with 11 professionals who support academically talented students with ASD at 10 very competitive 4-year institutions in the United States. Findings highlighted the significant academic and personal strengths that these students bring to college, factors that can be incorporated into secondary transition planning for twice exceptional ASD students. Suggestions about important concepts that both families and secondary transition personnel should understand regarding the differences between high school and college are also provided. Implications for secondary transition planning are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 40-51 |
| Number of pages | 12 |
| Journal | Career Development and Transition for Exceptional Individuals |
| Volume | 46 |
| Issue number | 1 |
| Early online date | Apr 28 2022 |
| DOIs | |
| State | Published - Feb 2023 |
Keywords
- college students with ASD
- disability service providers
- postsecondary education
- transition planning
- twice-exceptional
ASJC Scopus subject areas
- Education
- Organizational Behavior and Human Resource Management