Transitioning to Higher Education: A Case Study of an Individual With Autism
PSYCHOLOGY IN THE SCHOOLS, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1002/pits.70185
- Dergi Adı: PSYCHOLOGY IN THE SCHOOLS
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo, Academic Search Ultimate (EBSCO), Biomedical Reference Collection: Corporate Edition (EBSCO), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Psychology & Behavioral Sciences Collection (EBSCO), Sociology Source Ultimate (EBSCO)
- Recep Tayyip Erdoğan Üniversitesi Adresli: Evet
Özet
Necessary arrangements should be made to enable university students with autism (the term "autism" is used to refer to the entire autism spectrum in this study) to improve their transition to university. The need for support may be higher in countries like T & uuml;rkiye, where the number of university students with autism is relatively low, as universities have limited experience with these students. Thus, this study focuses on the transition process of an individual with autism to higher education in T & uuml;rkiye. It aims to contribute to the transition processes of the student and, accordingly, of future students with autism. In this qualitative case study, data were collected through semi-structured interviews with an individual with autism and members of his close circle during his transition to higher education. The study involved 29 participants: the university student with autism, two family members, eight high school teachers, eight university lecturers, and ten university classmates. These interviews were conducted during the first semester of the individual's first academic year, a critical period in the transition to university. During the research process, it was discovered that there was no transition plan for students with autism at the university where the research was conducted. Therefore, it is concluded that the experience gained by the participants during the university education process with a student with autism is not sufficient alone for his transition to university, which started with uncertainty. Over time, the process led to prejudices and misconceptions, while unrealistically high expectations resulted in disappointment. At the end of the semester, uncertainty remained. In addition, it was found that the absence of a transition plan caused cultural factors to become more dominant. In line with the research results, based on the transition process of the university student with autism in this study, suggestions that may be useful for future university students with autism are presented.