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A growing population on college campuses is students with autism spectrum disorder (ASD) with 90 percent of these students having unique sensory needs. Yet very few studies solely focus on and amplify the sensory experience of college students with ASD. Therefore, the purpose of this qualitative study was to explore how college students with ASD navigate their sensory differences in and out of the classroom and fill in gaps in current sensory research. Grounded in the constructivist paradigm, data was collected through nine one-on-one interviews with University of Dayton undergraduate students with ASD. The findings highlight students’ sensory challenges on campus, strategies used to navigate these challenges, and recommendations to improve practice. The implications suggest a need for increased ASD education and awareness as well as best practices for accommodating students’ sensory needs in and out of the classroom.
Primary Advisor's Department
Stander Symposium, School of Education and Health Sciences
Institutional Learning Goals
"Navigating the Sensory Experience in Higher Education for Students with Autism Spectrum Disorder" (2023). Stander Symposium Projects. 2891.