Doubly Different: Experiences of Students With Autism in Dual-Credit Classes

• In Event: Centering Autistic Experiences and Expertise for Educational Transformation

Abstract

Students with autism represent a growing population in higher education, yet graduation rates do not reflect students’ intellectual capabilities. Enrollment in dual credit programs during high school increases both college enrollment and graduation rates, yet students with autism are not enrolled in dual credit programs at rates commiserate with their neurotypical peers. This qualitative study explored the lived experiences of students with autism who did engage in dual credit programs to discover specific actions of advisors, instructors and course design strategies leading to success. Findings suggest students with autism are as capable of dual credit work as neurotypical students and should be recruited for dual credit classes. Dual credit instructors will find suggestions for course design accommodations within the study

Authors

• Barbara L Pazey, University of North Texas

• Amber k Meyers, Tarrant County College