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The Facilitators, Obstacles and Needs of Individuals With Autism Spectrum Conditions Accessing Further and Higher Education: A Systematic Review

Published online by Cambridge University Press:  23 November 2016

Nicky Toor ,
Terry Hanley  and
Judith Hebron Open the ORCID record for Judith Hebron [Opens in a new window]
Nicky Toor
Affiliation:
University of Manchester, Manchester, England
Terry Hanley*
Affiliation:
University of Manchester, Manchester, England
Judith Hebron
Affiliation:
Leeds Trinity University, Horsforth, West Yorkshire, England
*
address for correspondence: Terry Hanley, Senior Lecturer in Counselling Psychology, Manchester Institute of Education, Ellen Wilkinson Building, The University of Manchester, Oxford Road, Manchester M13 9PL, England. Email: terry.hanley@manchester.ac.uk
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Abstract

Many young adults diagnosed with autism spectrum conditions (ASC) intend to go to college and/or university, yet research suggests that these individuals find aspects of college and university life challenging. To explore the views of individuals directly affected by these challenges, a systematic review of the existing qualitative literature in this area was conducted. Twelve studies met the inclusion criteria. Thematic analysis of these articles identified six superordinate themes: the involvement of professionals; academic, environmental, and social factors; wellbeing; communication; and understanding. The facilitators, obstacles and needs of students pervaded these themes and are discussed alongside implications for counsellors and psychologists working in schools.

Keywords

autism spectrum conditionsfurther educationhigher educationtransitionsystematic reviewqualitative research
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 26 , Special Issue 2: Developmental Disabilities , December 2016 , pp. 166 - 190
Copyright
Copyright © The Author(s) 2016 

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