Publication Date
Spring 2024
Document Type
Article
Abstract
This paper examines neurodivergent students’ perspectives following participation in a summer college transition program. Program goals included promoting academia, self-advocacy, independent living, and the college social atmosphere for neurodivergent college-bound and college students. In year one of this transition program, six students completed the program, followed by eight students in year two. This paper will describe the college transition program, student feedback, and beneficial modifications applied to the second year of the program. Overall, survey responses indicated that students from both program years reported positive outcomes in the areas of engaging in extracurricular activities, establishing peer relationships, and self-advocacy. The implications of this program are discussed, as well as future directions to provide appropriate university support year-round for neurodivergent students.
Recommended Citation
Reilly, Erin; Vitrano, Jaime; Alimonti, Susan; Cerruto, Audra; Lamonica, Jenny; Weilandics, Leigh; and Rose-Tomo, Caro, "Neurodivergent Students’ Perspectives of a Summer College Transition Program" (2024). Psychology: Faculty Publications. 1.
https://digitalcommons.molloy.edu/psy_facpub/1
Document Version
Publisher's PDF
Creative Commons License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.
Included in
Disability and Equity in Education Commons, Higher Education Commons, Psychology Commons
