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The purpose of this study was to examine the perspectives of successful community college students classified as neurotypical (NT), learning disabled (LD), and autism spectrum disorder (ASD). Using mixed methods, 45 successful students completed two surveys designed to assess their

The purpose of this study was to examine the perspectives of successful community college students classified as neurotypical (NT), learning disabled (LD), and autism spectrum disorder (ASD). Using mixed methods, 45 successful students completed two surveys designed to assess their overall hope as well as specific academic skills and strategies used as part of their postsecondary educational experience. Interview questions were then generated based on the results of the quantitative analysis. Fifteen of the 45 participants were randomly selected to take part in a follow-up qualitative interview. Results indicated some commonality among the successful students with relation to overall attendance, use of email as a communication tool with professors, self-advocacy as it pertained to seeking support from professors and individualizing and personalizing the class/professor selection process. The findings suggested that there are specific strategies associated with student success at the post-secondary level and both K-12 schools and community colleges could incorporate skill building in these areas to improve retention and graduation rates.
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    Title
    • A comparison of perception of agency and skills related to retention at community college by students having a learning disability or autism
    Contributors
    Date Created
    2017
    Resource Type
  • Text
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    Note
    • thesis
      Partial requirement for: Ph.D., Arizona State University, 2017
    • bibliography
      Includes bibliographical references (pages 52-58)
    • Field of study: Curriculum and instruction

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    Statement of Responsibility

    by Simon Crawford

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