Abstract:

As more autistic students enroll in postsecondary education, they embark on a journey that leads them to not only process their identities as college students but also as autistic individuals. This social constructivist grounded theory study elevated autistic college students' perspectives as they made sense of their identities while participating in an autism-specific college support program. The study presents a new conceptual framework: the Nachman Autistic College Student Identity Development Model. This model relays three key stages that influence the sense-making of autistic college students: (a) discovering their disabilities, (b) approaching independence, and (c) determining autistic affiliation. Scholars and practitioners can draw from this model and the study's findings to inform how to account more holistically for autistic college students' iterative identity development.

摘要：

随着越来越多的自闭症学生接受高等教育，他们踏上了一段旅程，不仅要处理自己作为大学生的身份，还要处理作为自闭症个体的身份。这项基于社会建构主义的理论研究提高了自闭症大学生的观点，因为他们在参与针对自闭症的大学支持计划时理解了自己的身份。该研究提出了一个新的概念框架：纳赫曼自闭症大学生身份发展模型。该模型传递了影响自闭症大学生意义建构的三个关键阶段：（a）发现他们的残疾，（b）接近独立，以及（c）确定自闭症从属关系。