Academic experiences of university students with autism spectrum disorders: An interpretative analysis of reports
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1590/s1413-65382519000400012 http://hdl.handle.net/11449/200005 |
Resumo: | Given the growing rate of adults with Autism Spectrum Disorders (ASD) entering university, this study sought to describe the academic experience of six students with this diagnosis, regularly enrolled in a public university in the state of São Paulo. Individual interviews were conducted to identify topics related to undergraduate entry, permanence, accessibility, relationships and suggestions for improvements in the university context. Based on the precepts of the Historical-Cultural Psychology, we used the qualitative analysis of the reports, especially the core of meaning, which constituted the initial establishment of pre-indicators, followed by the agglutination of this content into indicators, and the construction of the Core of Meaning. As a result, poor interactional experiences were verified during Basic Education. At the university, the controversies between interest in undergraduate studies and lack of preparation in the university context appeared as factors that generate anguish and anxiety associated with barriers to permanence and the need to complete the course within the regulatory period. It was identified the need for adjustments both in the singular and in the academic social context, with emphasis on the participation of students with ASD, which is still little debated and recognized, and the adaptations to the environment, which fall mainly to the subject, against the precepts of educational inclusion. |
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Academic experiences of university students with autism spectrum disorders: An interpretative analysis of reportsExperiências acadêmicas de estudantes universitários com transtornos do espectro autista: Uma análise interpretativa dos relatosAutismAutistic Spectrum DisorderDisabilityInclusionUniversityGiven the growing rate of adults with Autism Spectrum Disorders (ASD) entering university, this study sought to describe the academic experience of six students with this diagnosis, regularly enrolled in a public university in the state of São Paulo. Individual interviews were conducted to identify topics related to undergraduate entry, permanence, accessibility, relationships and suggestions for improvements in the university context. Based on the precepts of the Historical-Cultural Psychology, we used the qualitative analysis of the reports, especially the core of meaning, which constituted the initial establishment of pre-indicators, followed by the agglutination of this content into indicators, and the construction of the Core of Meaning. As a result, poor interactional experiences were verified during Basic Education. At the university, the controversies between interest in undergraduate studies and lack of preparation in the university context appeared as factors that generate anguish and anxiety associated with barriers to permanence and the need to complete the course within the regulatory period. It was identified the need for adjustments both in the singular and in the academic social context, with emphasis on the participation of students with ASD, which is still little debated and recognized, and the adaptations to the environment, which fall mainly to the subject, against the precepts of educational inclusion.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)Developmental Psychology and Learning from the Universidade Estadual Paulista (UNESP) Researcher at Marcus Autism Center-Emory UniversityDepartment of Psychology Developmental and Learning Psychology-UNESP-Bauru/SP Department of Psychology Faculty of Sciences Universidade Estadual Paulista – UNESPDevelopmental Psychology and Learning from the Universidade Estadual Paulista (UNESP) Researcher at Marcus Autism Center-Emory UniversityDepartment of Psychology Developmental and Learning Psychology-UNESP-Bauru/SP Department of Psychology Faculty of Sciences Universidade Estadual Paulista – UNESPFAPESP: 2015/17411-9Universidade Estadual Paulista (Unesp)Olivati, Ana Gabriela [UNESP]Leite, Lucia Pereira [UNESP]2020-12-12T01:55:05Z2020-12-12T01:55:05Z2019-10-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article675-692application/pdfhttp://dx.doi.org/10.1590/s1413-65382519000400012Revista Brasileira de Educacao Especial, v. 25, n. 4, p. 675-692, 2019.1413-6538http://hdl.handle.net/11449/20000510.1590/s1413-65382519000400012S1413-653820190004007292-s2.0-85078621260S1413-65382019000400729.pdfScopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengporRevista Brasileira de Educacao Especialinfo:eu-repo/semantics/openAccess2024-04-29T15:54:08Zoai:repositorio.unesp.br:11449/200005Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T19:17:52.565398Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Academic experiences of university students with autism spectrum disorders: An interpretative analysis of reports Experiências acadêmicas de estudantes universitários com transtornos do espectro autista: Uma análise interpretativa dos relatos |
title |
Academic experiences of university students with autism spectrum disorders: An interpretative analysis of reports |
spellingShingle |
Academic experiences of university students with autism spectrum disorders: An interpretative analysis of reports Olivati, Ana Gabriela [UNESP] Autism Autistic Spectrum Disorder Disability Inclusion University |
title_short |
Academic experiences of university students with autism spectrum disorders: An interpretative analysis of reports |
title_full |
Academic experiences of university students with autism spectrum disorders: An interpretative analysis of reports |
title_fullStr |
Academic experiences of university students with autism spectrum disorders: An interpretative analysis of reports |
title_full_unstemmed |
Academic experiences of university students with autism spectrum disorders: An interpretative analysis of reports |
title_sort |
Academic experiences of university students with autism spectrum disorders: An interpretative analysis of reports |
author |
Olivati, Ana Gabriela [UNESP] |
author_facet |
Olivati, Ana Gabriela [UNESP] Leite, Lucia Pereira [UNESP] |
author_role |
author |
author2 |
Leite, Lucia Pereira [UNESP] |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Olivati, Ana Gabriela [UNESP] Leite, Lucia Pereira [UNESP] |
dc.subject.por.fl_str_mv |
Autism Autistic Spectrum Disorder Disability Inclusion University |
topic |
Autism Autistic Spectrum Disorder Disability Inclusion University |
description |
Given the growing rate of adults with Autism Spectrum Disorders (ASD) entering university, this study sought to describe the academic experience of six students with this diagnosis, regularly enrolled in a public university in the state of São Paulo. Individual interviews were conducted to identify topics related to undergraduate entry, permanence, accessibility, relationships and suggestions for improvements in the university context. Based on the precepts of the Historical-Cultural Psychology, we used the qualitative analysis of the reports, especially the core of meaning, which constituted the initial establishment of pre-indicators, followed by the agglutination of this content into indicators, and the construction of the Core of Meaning. As a result, poor interactional experiences were verified during Basic Education. At the university, the controversies between interest in undergraduate studies and lack of preparation in the university context appeared as factors that generate anguish and anxiety associated with barriers to permanence and the need to complete the course within the regulatory period. It was identified the need for adjustments both in the singular and in the academic social context, with emphasis on the participation of students with ASD, which is still little debated and recognized, and the adaptations to the environment, which fall mainly to the subject, against the precepts of educational inclusion. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-10-01 2020-12-12T01:55:05Z 2020-12-12T01:55:05Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1590/s1413-65382519000400012 Revista Brasileira de Educacao Especial, v. 25, n. 4, p. 675-692, 2019. 1413-6538 http://hdl.handle.net/11449/200005 10.1590/s1413-65382519000400012 S1413-65382019000400729 2-s2.0-85078621260 S1413-65382019000400729.pdf |
url |
http://dx.doi.org/10.1590/s1413-65382519000400012 http://hdl.handle.net/11449/200005 |
identifier_str_mv |
Revista Brasileira de Educacao Especial, v. 25, n. 4, p. 675-692, 2019. 1413-6538 10.1590/s1413-65382519000400012 S1413-65382019000400729 2-s2.0-85078621260 S1413-65382019000400729.pdf |
dc.language.iso.fl_str_mv |
eng por |
language |
eng por |
dc.relation.none.fl_str_mv |
Revista Brasileira de Educacao Especial |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
675-692 application/pdf |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
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1808129048391450624 |