This title is printed to order. This book may have been self-published. If so, we cannot guarantee the quality of the content. In the main most books will have gone through the editing process however some may not. We therefore suggest that you be aware of this before ordering this book. If in doubt check either the author or publisher’s details as we are unable to accept any returns unless they are faulty. Please contact us if you have any questions.
Clinicians and academics have been attempting to understand the college experience of students living with Asperger's Disorder. Absent in this pursuit are the direct opinions and perspectives from the students themselves. This study captured the personal accounts of the beginning college experience for students living with Asperger's Disorder who were participating in a specialized academic and social support program. In an effort to frame this study, college student development theories, critical disability theory, and the medical diagnostic understanding of Asperger's Disorder are discussed. A qualitative research design incorporating interview methodology was utilized. Four students participated in one or two interviews where they were asked questions that pertained to their academic and social college experiences in relation to the specialized support program and pursuits outside of the program. I hope that the outcomes of this study will contribute to the literature about college students living with Asperger's Disorder, and advance the discourse regarding college student development theory in regard to individuals with developmental disabilities. In addition, it is my expectation to inform higher education practice as student affairs personnel plan for the growing numbers of students on their campuses living with Asperger's Disorder.
