Academic Preferences and Performance of Post-Secondary Autism Spectrum Disorder Students: A Comparative Analysis
DOI:
https://doi.org/10.46328/ijonses.5822Keywords:
Autism Spectrum Disorder (ASD), Post-secondary education, Academic performance, Academic preference, Retention, Supportive accommodationsAbstract
A substantial body of literature has explored the barriers Autistic students face in completing post-secondary education, often citing challenges in social integration, academic engagement, and retention. However, much of this research relies on self-reported data. To address this gap, the present study used institutional transcript data to compare the academic profiles of Autistic students registered with the College’s accessibility office to their peers in the same Associate of Science (AS) degree programs. From an initial pool of 2,488 students enrolled from Fall 2020 to Spring 2024, a final dataset of 731 students was analyzed, including 26 SAO-registered Autistic students. Key outcomes included student major, GPA, and credit completion ratio. Findings revealed that Autistic students disproportionately pursued majors such as Computer Programming (27%), Movie Production (27%), and Graphic Design (19%). GPA analysis showed that these students performed on par with their peers overall and outperformed them specifically in the Computer Programming/Networking track. Credit completion ratios were similar between groups, with Autistic students exceeding peers in Movie Production. The study demonstrates that, when provided with federally mandated accommodations, Autistic students achieve academic success equivalent to or greater than their peers. Their consistent interest and strong performance in specific technical and creative fields suggest valuable opportunities for targeted program development, advising, and ongoing efforts to promote equitable access that supports the strengths and goals of students with disabilities.
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