abstract: This study explored the influence of how the development of self-determination skills affected college students with an Autism Spectrum Disorder (ASD). Five college students who qualified for a university-based disabilities resource program under the category of Autism Spectrum Disorder (ASD) participated in a five session mentoring program over the course of the first 12 weeks of the fall semester. The mentoring program was designed to develop specific self-determination skills, including, self-awareness, self-advocacy, and confidence. Participants engaged in an interactive dialogue, discussing specific skills and experiences, relative to the development of self-determination skills. Pre- and post-surveys, and a post intervention interview indicated that the students reported positive results in describing that mentoring experience, and found the protocol useful in their development of self-determination skills. Implications identified for further application into practice, include (a) a deeper appreciation and review of the participants’ background and experience, (b) the development and implementation of peer-to-peer mentoring, (c) the need for more intentional collaboration with high school partners, (d) the need to expand the skills being developed, and (e), the need to expand the number of services and resources discussed. This study will be used in the exploration of a broader collegiate mentoring program geared towards students with ASD with the purpose of increasing self-determination skills. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2017

Although more students with learning disabilities (LDs) are attending postsecondary institutions, faculty lacks the necessary training to educate students with LDs. A need exists to ensure that their college experiences include resources or support services to help students meet their academic requirements. Without support services, students may encounter poor outcomes in postsecondary education. This bounded, qualitative case study was designed to explore perspectives and experiences of students with LDs related to student services and accommodations at a postsecondary institution. Knowles's theory of andragogy formed the study's conceptual framework. A purposeful sample of 6 students, who were medically diagnosed as having a learning disability and who were, at the time of the study, receiving support services from the office of student support services, participated in the semistructured interviews. Qualitative data were analyzed using open and axial coding to search for patterns and emerging themes. Key results included that even though students were satisfied overall with the services and accommodations provided by the university, they lacked adequate support from some of the faculty on the importance of accommodations and services and how they influence academic success in postsecondary education. Based on the findings, a 3-day professional development training was developed to educate faculty in learning disabilities, understanding accommodations, and enhancing their abilities to provide support in working with students with LDs. These endeavors may promote positive faculty-student relationships and increased academic success of students with LDs in postsecondary education.

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