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    A qualitative exploration of autism and transition into further and higher education

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    PhD Thesis (1.703Mb)
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    Publication date
    2019
    Author
    Simmons, Amy L.
    Supervisor
    Rogers, Chrissie
    Keyword
    Autism
    Education
    Further education
    Higher education
    Transition
    University
    College
    Disability
    Self-presentation
    Support
    Self-regulation
    Perceptions
    Institutional factors
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    Rights
    Creative Commons License
    The University of Bradford theses are licenced under a Creative Commons Licence.
    Institution
    University of Bradford
    Department
    Faculty of Management, Law and Social Sciences, School of Social Sciences
    Awarded
    2019
    
    Metadata
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    Abstract
    In this thesis, I explore 42 autistic individuals’ transitions into further and higher education (FHE) in England, drawing on personal experience as well as interview data. I was diagnosed with Asperger’s Syndrome in 1998 at the age of 13. At the age of 15, my mother introduced the topic to me, and autism soon became the foundation of my socio-political identity. The discussion is divided into three themes; stigma and perception management strategies, formal and informal support networks and the interplay of autism with institutional factors. I draw upon Tringo’s (1970) work on the hierarchy of impairment and Goffman’s (1963) work on stigma. Tringo’s (1970) hierarchy of impairment led me to my intra-communal hierarchy of impairment (perpetuated by autistic individuals against autistic individuals) and Goffman’s (1963) work on stigma led me to my four degrees of openness; autistic individuals can be indiscriminately open, or indiscriminately reticent, but openness if relevant, and openness if necessary, are more common strategies. UPIAS’ (1976) work on the social model of disability laid the foundation for my socio-political identity and this thesis. I argue autism has been largely absent from the political arena. I outline how there are four ideals; the ideals of self-regulation, normalcy, ability and independence. Eager to conform to these ideals, eager to self-present as ‘independent’, ‘self-regulating’, ‘normal’ or ‘capable’, some autistic students are reluctant to request support and accommodations, complicating the transition to FHE.
    URI
    http://hdl.handle.net/10454/18434
    Type
    Thesis
    Qualification name
    PhD
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    Theses

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