Why do so few individuals with an autism spectrum disorder attend university? A case of Turkiye

Abstract

This study examines the barriers faced by individuals with autism spectrum disorder (IWA) in Turkish higher education. A phenomenological design was employed, involving 18 participants, including IWA, parents, lecturers, and friends with relevant experience. Data were collected through semi-structured interviews. The findings indicate that the challenges faced by IWA begin in childhood and persist throughout their university education. The study highlights the critical role of parental involvement in overcoming these barriers. It is suggested that this primary responsibility should shift from being managed by parents to being guided by policies. Additionally, it underscores the importance of integrating cultural factors into the development of policies that support IWA in higher education.