Date of Award

11-28-2016

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

T. Barrett

Abstract

The purpose of this qualitative research study was to examine two community colleges and two universities located in Arkansas that each provide a specialized program for students with disabilities including students with Autism Spectrum Disorder (ASD) or specifically for students with ASD. Using parts of the Communicative Model of Interorganizational Collaboration developed by Koschmann and Isbell (2009) and the Stage Model of Collaboration posited by Kezar and Lester (2009) to frame the study, the conceptual framework combined various variables into constructs that included educational organization, external constituencies, and interorganizational collaboration that composed the factors leading to successful transitions to and support in postsecondary education for students with autism. The multiple-case design provides rich, thick descriptions of the individual case contexts from which common themes were drawn, based on 33 face-to-face and telephone interviews along with documentary and web-based materials. Representatives from five groups of stakeholders (parents of students with ASD, college administrators, faculty, disability support services leadership and/or student affairs personnel, and rehabilitative services and/or other funding groups), each of which are essential to a providing a collaborative program that fosters successful transitions from high school to postsecondary educational institutions in Arkansas for students with an Autism Spectrum Disorder (ASD), were included in the study. Conclusions show most of the original factors remain as pieces of the transition puzzles while new factors also emerged in the study. Many of those findings will be transferable to other institutions in similar contexts and will enable college leaders, including faculty, administrators, and student support administrators, to gain a greater comprehension of the unique challenges facing students with ASD when transitioning to postsecondary educational institutions. By carefully blending academic supports, non-academic supports, PSE transition teams, family involvement and support, and career preparation and work-based experiences, the goal of successful transitions to and support in postsecondary educational institutions for students with autism are achievable for every college and university in Arkansas, as well as in many other states.

Download

Share

COinS