Challenges experienced by students with high-functioning autism: A narrative inquiry

A narrative Inquiry

Abstract

The purpose of the study is to identify the specific needs of students with high-functioning autism spectrum disorder (HFSAD) as they journey from post-secondary education to the workplace. The narrative inquiry proposed for the study involved the systematic collection and analysis of people's accounts to describe and share different experiences of the phenomenon being investigated. The six accounts provided insights into the support offered to individuals with HFASD that channeled their understanding of the social context and the acquisition of new social skills. Participants voiced out the challenges they faced while supporting students with HFASD and identified the necessary skills that need to be addressed within post-secondary colleges and work-based placements. Results show a series of patterns in the support offered to these students highlighting the importance of social and communication skills. To successfully transition from post-secondary education to work placement a strong and unified commitment is needed from all stakeholders involved. The study has identified areas that need to be addressed to support educators and students in developing effective strategies to achieve success for students with HFASD. Managers, learning support educators, and parents firmly believe that the same effective strategy can enhance the educators' practices and decrease their stress both within the college and during their work placement.