Mentoring University Students with ASD: A Mentee-centered Approach

Area of Science:

• Psychology
• Education
• Disability Studies

Background:

• University students with Autism Spectrum Disorder (ASD) often require tailored support systems.
• Mentorship programs can provide valuable social and academic integration for neurodivergent students.
• Understanding the lived experiences within these programs is crucial for program development.

Purpose of the Study:

• To conceptually understand the mentorship experience from the perspective of university students with ASD.
• To identify key themes and factors contributing to successful mentorship relationships in this population.
• To analyze the dynamics of a specific mentorship program for students with ASD.

Main Methods:

• A qualitative study employing a grounded theory approach.
• In-depth interviews were conducted with mentees (students with autism) and mentors (neurotypical students).
• Data from interviews and program documents were systematically analyzed to identify emergent themes.

Main Results:

• Five main themes emerged, unified under the core concept of 'A Mentee-centered Approach'.
• These themes include: The Natural Progression of the Relationship, The Supportive Mentor, The Meeting Process, Identifying and Implementing Goals, and Learning Together.
• The findings offer an in-depth analysis of the mentorship process dynamics.

Conclusions:

• Mentorship programs for university students with ASD benefit from a mentee-centered framework.
• Supportive mentors and structured yet flexible meeting processes are vital for success.
• Collaborative goal-setting and mutual learning foster positive outcomes for mentees with ASD.