Lam Gary Yu Hin
Department of Educational Psychology, The Chinese University of Hong Kong, Shatin, Hong Kong.
Autism Adulthood. 2025 Apr 3;7(2):201-211. doi: 10.1089/aut.2024.0108. eCollection 2025 Apr.
Autistic students may encounter different challenges and barriers in postsecondary education, but many also experience growth and positive development. Little is known about the positive aspects of their postsecondary experience, especially in non-Western countries.
Thirty autistic students from universities and colleges in Hong Kong participated in individual semi-structured interviews. We asked them to describe their positive experience in postsecondary education, including their enjoyment, memorable events, gains, and positive aspects. We analysed interview data using thematic analysis.
We identified four major themes that depicted autistic students' positive experience in postsecondary education. Autistic students described effective teaching strategies and arrangements that could facilitate their learning and made postsecondary education settings more preferred than secondary school. They found different supportive people in the right niches, including peers, educators, and family members. They also developed themselves through participating in activities and learning experiences offered in postsecondary education settings, where they also found like-minded people. They regarded accommodations as something good to have but not always useful, and their user experience and effectiveness varied.
The findings highlight how autistic students can develop and thrive in postsecondary education. Recommendations are discussed for postsecondary institutions to create an accessible environment, provide enriching contexts, and support stakeholders to work with autistic students in ways that are conducive to their positive development. More research is needed to better understand how to support diverse autistic individuals in postsecondary institutions across different cultures.
Many autistic youths going into universities or colleges find postsecondary education challenging, but there are also successful cases who have positive experiences going through postsecondary education. We know very little about their positive and successful experiences.
This study aimed to explore the positive aspects of educational experiences in postsecondary education in autistic youths in Hong Kong.
We interviewed 30 autistic students studying in universities or colleges in Hong Kong about their experiences in postsecondary education. We specifically analyzed and highlighted the portion of interviews that described their positive experiences.
We found several themes that can describe the positive experiences of autistic students in postsecondary education in Hong Kong. Autistic students preferred the flexible teaching practices and free institution environments, especially compared with secondary school. Peers, families, professors, and professionals who are supportive, caring, and understanding were helpful to autistic students. Meaningful participation in activities typical of other postsecondary students could facilitate autistic students' personal growth. They also regarded academic accommodations as good to have, despite their unclear effectiveness.
We know more about elements and factors of postsecondary education that can contribute to positive development in autistic youths. This study highlights cultural considerations that are unique to Hong Kong but can also serve as a reference for postsecondary institutions in other cultures.
The findings from a sample in Hong Kong may not generalize to other cultures or countries. There may also be subgroup differences among youths in universities versus community colleges.
Our findings can provide positive examples to show that autistic students can become successful and enjoy postsecondary education. Autistic youths can be better prepared for postsecondary education by advocate for their needs being met to support their positive development.
自闭症学生在高等教育中可能会遇到不同的挑战和障碍，但许多人也会经历成长和积极发展。对于他们高等教育经历的积极方面，尤其是在非西方国家，人们了解甚少。
来自香港大专院校的30名自闭症学生参与了个人半结构化访谈。我们要求他们描述在高等教育中的积极经历，包括他们的乐趣、难忘的事件、收获以及积极方面。我们采用主题分析法对访谈数据进行了分析。
我们确定了四个主要主题，描绘了自闭症学生在高等教育中的积极经历。自闭症学生描述了有效的教学策略和安排，这些策略和安排能够促进他们的学习，使高等教育环境比中学更受欢迎。他们在合适的领域找到了不同的支持人员，包括同龄人、教育工作者和家庭成员。他们还通过参与高等教育环境中提供的活动和学习经历来发展自己，在这些活动和经历中他们也找到了志同道合的人。他们认为便利措施虽好但并非总是有用，其使用体验和效果各不相同。
研究结果凸显了自闭症学生在高等教育中如何发展和茁壮成长。讨论了对高等院校的建议，包括营造无障碍环境、提供丰富的环境以及支持利益相关者以有利于自闭症学生积极发展的方式与他们合作。需要更多研究来更好地理解如何在不同文化背景下的高等院校中支持多样化的自闭症个体。
许多进入大学或学院的自闭症青年发现高等教育具有挑战性，但也有成功案例，他们在高等教育中拥有积极体验。我们对他们的积极和成功经历了解甚少。
本研究旨在探索香港自闭症青年高等教育经历中的积极方面。
我们采访了30名在香港大专院校就读的自闭症学生，了解他们的高等教育经历。我们特别分析并突出了描述他们积极经历的访谈部分。
我们发现了几个主题，可以描述香港自闭症学生在高等教育中的积极经历。自闭症学生更喜欢灵活的教学方式和自由的校园环境，特别是与中学相比。支持、关心和理解他们的同龄人、家人、教授和专业人士对自闭症学生有帮助。有意义地参与其他大专学生典型的活动可以促进自闭症学生的个人成长。他们也认为学业便利措施虽好，但效果不明确。
我们对有助于自闭症青年积极发展的高等教育要素和因素有了更多了解。本研究突出了香港特有的文化考量，但也可为其他文化背景下的高等院校提供参考。
来自香港样本的研究结果可能不适用于其他文化或国家。大学青年和社区学院青年之间也可能存在亚组差异。
我们的研究结果可以提供积极的例子，表明自闭症学生可以取得成功并享受高等教育。通过倡导满足自闭症青年的需求以支持他们的积极发展，可以让他们为高等教育做好更好的准备。
