abstract: The purpose of this study was to examine the perspectives of successful community college students classified as neurotypical (NT), learning disabled (LD), and autism spectrum disorder (ASD). Using mixed methods, 45 successful students completed two surveys designed to assess their overall hope as well as specific academic skills and strategies used as part of their postsecondary educational experience. Interview questions were then generated based on the results of the quantitative analysis. Fifteen of the 45 participants were randomly selected to take part in a follow-up qualitative interview. Results indicated some commonality among the successful students with relation to overall attendance, use of email as a communication tool with professors, self-advocacy as it pertained to seeking support from professors and individualizing and personalizing the class/professor selection process. The findings suggested that there are specific strategies associated with student success at the post-secondary level and both K-12 schools and community colleges could incorporate skill building in these areas to improve retention and graduation rates. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2017
| Identifer | oai:union.ndltd.org:asu.edu/item:44039 |
| Date | January 2017 |
| Contributors | Crawford, Simon John (Author), McCoy, Kathleen (Advisor), Zucker, Stanley (Committee member), Mathur, Sarup (Committee member), Cocchiarella, Martha (Committee member), Caterino Kulhavy, Linda (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 74 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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