Date of Award
Summer 2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD) in Educational Leadership
Department
Counseling & Instructional Support
Committee Chair
Dr. Torsten Dryden
Abstract
Although access to higher education has expanded for students with autism spectrum disorder (ASD), many continue to encounter barriers to meaningful inclusion, belonging, and participation within the college environment. The purpose of this interpretative phenomenological analysis (IPA) study was to explore the lived experiences of college students with ASD regarding access and inclusion in higher education. Purposeful sampling was used to recruit five college students with ASD who were at least 19 years of age, currently enrolled in college, and registered with disability services. Data were collected through semi-structured interviews conducted via Microsoft Teams and analyzed using established IPA procedures. Analysis revealed four Group Experiential Themes (GETs): (1) Authenticity, Disclosure, and Belonging; (2) Access Opened Doors, but Inclusion Remained Elusive; (3) Navigating Independence Beyond Academic Preparation; and (4) Carrying the Emotional Weight of the College Experience. Participants described positive experiences with accommodations, disability services, and supportive faculty while also reporting challenges related to disclosure, belonging, identity, independence, anxiety, loneliness, and emotional well-being. Findings indicate that while access opens the door to higher education, meaningful inclusion is realized through authentic participation, supportive relationships, acceptance, and a genuine sense of belonging. These findings contribute to the growing body of literature on students with ASD in higher education and offer implications for educational leadership through neurodiversity informed practices, strengthened transition supports, and greater inclusion of student voices in institutional decision-making.