Assessing the Readiness to Support Students with ASD: Perspectives of Community College Front-line Staff

Date of Award

Fall 2025

Document Type

Dissertation

Degree Name

Doctor of Education in Organizational Leadership (EdD)

Committee Chair

Valerie Storey

Committee Member

Lori Salgado

Committee Member

Evan Chaloupka

Abstract

There is an existing gap between enrollment and completion for college students with autism spectrum disorder (ASD) that is a cause for concern. Approximately 34% of ASD individuals of college age (18-26 years) are entering colleges and universities across the nation. Nonetheless, it is estimated that only 39% graduate with a certificate or degree. The challenges college students with ASD often face can be attributed to a lack of knowledge of neurological divergence by front-line staff in higher education. This study examines the perspectives of front-line staff on preparedness to support students with ASD, grounded on current literature, which suggests that there is a general lack of ASD knowledge and understanding. This generic qualitative research study used in-person interviews to explore the in-depth understanding of front-line staff’s preparedness for working with students living with ASD through diverse aspects of their lived daily experiences. The findings disclosed that community college front-line staff displayed through their own words and experiences that their knowledge is deficient in how to appropriately support students with ASD, which in turn causes them to feel unprepared. To mitigate the negative impacts of inadequately prepared front-line staff on students with ASD, including their belonging, confidence, and college success, the Higher Learning Commissions and College Administrations must prioritize evidence-based professional development initiatives that address these knowledge gaps.

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