A Phenomenology Examining the Lived Experiences of College Students Who Identify as Neurodiverse

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  In Roundtable Session: Understanding Self-Determination, Lived Experiences, and Future Paths in Transition (Table 16)

Abstract

This phenomenology describes the lived experiences of college students (N = 14) from two universities in the southeastern United States who self-identified as neurodiverse. Data from a questionnaire, interview, and focus group were analyzed and triangulated with findings demonstrating the transition into higher education was a challenge, but students developed an array of strategies to cope and adjust inside and outside the classroom. Apprehension about the future beyond higher education was a prominent theme. These findings have implications for higher education recruitment and retention efforts and provide invaluable information for students who identify as neurodiverse with regard to strategies for integrating into the academic and social fabric of the university and persisting to completion.

Authors

• Lucinda S. Spaulding, University of Lynchburg

• Genevieve Weaver, Jefferson Forest High School

• Ester Warren, Liberty University