University of Connecticut, United States.
University of Connecticut, United States.
Neurobiol Learn Mem. 2022 Sep;193:107627. doi: 10.1016/j.nlm.2022.107627. Epub 2022 May 14.
This qualitative comparative case study explored the personal perceptions and institutional factors that facilitated academic success, as well as challenges, in college among a sample of 40 academically talented students with autism spectrum disorder (2e/ASD) who were enrolled in highly competitive colleges and universities in the United States. Findings from the study included that the majority had excellent reading and writing skills, but struggled with mathematics. The personal trait that most enabled them to be successful in college, described by 26 of the 40 students, was a driving passion for learning. Half of the participants were motivated to succeed academically by the independence college offers, as well the flexibility to take advantage of a range of opportunities, and the development of their personal autonomy. The majority of the participants indicated that faculty members' instructional practices were their greatest barriers to learning.
本定性比较案例研究探讨了在大学中，40 名患有自闭症谱系障碍（2e/ASD）的学术天才学生样本中，个人认知和机构因素是如何促进他们的学业成功以及面临的挑战的。研究结果表明，大多数学生具有出色的阅读和写作能力，但在数学方面存在困难。研究中 40 名学生中的 26 名表示，最能使他们在大学中取得成功的个人特质是对学习的强烈热情。一半的参与者认为，大学提供的独立性、充分利用各种机会的灵活性以及个人自主性的发展是促使他们在学术上取得成功的动力。大多数参与者表示，教师的教学实践是他们学习的最大障碍。
