.......................................................................................................................................... 2 Abstract The number of students with autism spectrum disorders (ASD) attending postsecondary education has steadily increased in recent years. A need has been identified for campus administrators to better understand the needs of students with ASD (Becker & Palladino, 2016; Oswald, Winder-Patel, Ruder, Xing, Stahmer, & Solomon, 2017). In order to gain insight about students with ASD, research providing a foundation of understanding the unique characteristics and needs of this growing population must take place. By recognizing the need for further education and training, campus administrators may have opportunities to develop professional development trainings that could provide insight into understanding a growing population of students and their needs (Zeedyk, Tipton, & Blacher, 2016). The purpose of this study was to explore the knowledge of self-determination within college students with ASD. Quantitative methodology was selected in order to provide an exploratory approach to provide a foundation of understanding of self-determination skills for students with ASD. This study included 53 students with ASD registered with the Disability Services Offices (DSO) attending university as well as 41 students registered with the campus DSO without a diagnosis of ASD. A modified version of the American Institute of Research (AIR) was used to measure self-determination skills with the two participant groups. Three major findings were identified from this study. Students with ASD scored much lower than students without ASD on the open-ended response portion of the survey. However, students with ASD scored higher than students without ASD in identifying resources on campus. Finally, students with ASD identified mentors as primary resources of support on campus. The findings from this study confirms more data are needed in order for campus administrators to better understand the needs of a growing population of students. Future research could include topics of professional development for campus faculty and staff, strategic instruction on self-determination skills for students with ASD, and the impact of self-determined leadership in higher education. Key words: autism spectrum disorders, self-determination, postsecondary education

University of Macau / Faculty of Education

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Dissertation based on a comparative qualitative study of Franco-Ontarian and Quebec English-speaking postsecondary students. / Kymlicka (2007) identifies three diversity silos in Canada: Indigenous peoples, official bilingualism, and multiculturalism encompassing immigrants and ethnic groups. This dissertation falls within the official bilingualism silo and explores linguistic identity, boundary work and social status amongst Franco-Ontarian and Quebec English-Speaking postsecondary students. Using a qualitative approach, semi-structured interviews were conducted in Montreal, Ottawa and Toronto between January and June 2014 with 36 participants in English and French. First, this dissertation investigates how Franco-Ontarian and Quebec English-Speaking postsecondary students choose to self- identify, define, and enact their linguistic identity. Second, many questions aim to gauge potential symbolic linguistic boundaries, their porosity, and the role of bilingualism. Third, this dissertation delves into participants’ experiences of discrimination based on language or linguicism. Fourth, this inquiry examines if: a) the participants believe that bilingualism is highly esteemed and respected as a social status, b) if they believe that language is a commodity, c) and independently of their belief, if bilingualism results in a cosmopolitan lifestyle. Certain themes permeate all the chapters. Franco-Ontarian postsecondary students experience linguistic insecurity and express concerns for the future of French in their communities. While Quebec English-speaking postsecondary students do not voice fear for the future of the English language, they reveal a deep desire to be recognized as belonging in Quebec society. Some policy implications are discussed in the conclusion. / Dissertation / Doctor of Philosophy (PhD) / Francophones outside of Quebec and Quebec Anglophones are official language minorities with rights enshrined in the 1985 revised Official Languages Act. Their postsecondary experiences are less studied than their elementary and high school pathways. This dissertation summarizes the results of a study about the beliefs, attitudes and thoughts of Franco-Ontarian and Quebec English-Speaking postsecondary students about their linguistic identity, culture, their education, and the role of bilingualism in their lives. In order to do so, interviews were completed in Montreal, Ottawa and Toronto with CEGEP, college and university students or recent graduates between January and June 2014 with a total of 36 participants. The results indicate that historical linguistic conflicts and the contemporary political context influence the responses of each group. The interviews also reveal that Quebec English-speaking participants want to be fully accepted as Quebecers while Franco-Ontarian participants worry for the future of their communities.

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Computing / M. Sc. (Information Systems)

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