‘Pioneers of professional frontiers’: the experiences of autistic students and professional work based learning

Abstract

Universities have embraced a culture of inclusivity and diversity when recruiting students for professional degrees (degree study that is likely to result in accreditation to a profession-specific body). Gender, ethnicity, background and disability should no longer be considered a barrier to the offer to undertake study within a HE institution. Students identified as autistic are part of this group; however, anecdotally, when undertaking work-based learning (WBL), attrition rates are high. This phenomenological study examined the WBL experiences of undergraduate students identified as autistic who have chosen professional degree study. Despite the demonstration of immense personal attributes that any profession would value, this group faces discrimination and stereotyping of their persona. Research was conducted with participants all identified as autistic; drawn from a range of undergraduate professional degrees: policing, teaching, journalism, social work and psychology. A number of themes emerged that offer insight into the barriers for success for these individuals, and the personal cost of being autistic in organisations heavily influenced by a deficit model of disability.