Understanding and Supporting the Needs of Post-Secondary Students with Autism Spectrum Disorder (ASD): A Qualitative Study of the Student Perspective
Bibliographic record
Abstract
Individuals with autism spectrum disorder (ASD) are a growing subgroup within post-secondary populations. However, little is known about post-secondary students with ASD, and even less regarding the barriers to their success. Available information suggests students with ASD struggle more and are less successful than neurotypical students, but this information has often relied on expert opinions and has failed to incorporate the first-hand perspective of students with autism. To address the gap in direct research of student experiences, a qualitative inquiry was conducted into the barriers to success for post-secondary students with ASD. Student participants from post-secondary institutions in Calgary, Alberta were interviewed and their responses analyzed using Thematic Analysis. Results identify multiple barriers to success for this population. Ten themes were identified in three categories: intrapersonal barriers, interpersonal barriers, and system concerns; while two separate cross-cutting themes (compounded concerns and achieving competency in independence) also emerged.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.007 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".