Work-Integrated Learning Experiences of Autistic Co-Op Students at a Canadian University: An Interpretative Phenomenological Analysis
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| Title: | Work-Integrated Learning Experiences of Autistic Co-Op Students at a Canadian University: An Interpretative Phenomenological Analysis |
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| Language: | English |
| Authors: | Meryssa Waite, Eleanor A. White, Grace Iarocci, Elina Birmingham |
| Source: | International Journal of Work-Integrated Learning. 2026 27(1):77-98. |
| Availability: | New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Work Based Learning, Autism Spectrum Disorders, Cooperative Education, Foreign Countries, Universities, Students with Disabilities, Student Attitudes, Student Experience, College Students |
| Geographic Terms: | Canada |
| Abstract: | The current study sought to better understand the experiences of Autistic students in work-integrated learning (WIL), identify barriers and facilitators to their successful engagement in these programs, and provide actionable recommendations for improving support. A participatory interpretative phenomenological analysis (IPA) approach was adopted, led by a team of Autistic and non-Autistic researchers. Five current and former Autistic co-op students from a Canadian university participated in a semi-structured interview, sharing their experiences in WIL. The findings highlight both the benefits of WIL and significant barriers to inclusion, including limited availability of postsecondary supports, a tendency to attribute difficulties to personal shortcomings, ambiguous workplace expectations, and communication breakdowns. Participants offered actionable recommendations for improving the accessibility and inclusivity of WIL for Autistic postsecondary students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506538 |
| Database: | ERIC |
| Abstract: | The current study sought to better understand the experiences of Autistic students in work-integrated learning (WIL), identify barriers and facilitators to their successful engagement in these programs, and provide actionable recommendations for improving support. A participatory interpretative phenomenological analysis (IPA) approach was adopted, led by a team of Autistic and non-Autistic researchers. Five current and former Autistic co-op students from a Canadian university participated in a semi-structured interview, sharing their experiences in WIL. The findings highlight both the benefits of WIL and significant barriers to inclusion, including limited availability of postsecondary supports, a tendency to attribute difficulties to personal shortcomings, ambiguous workplace expectations, and communication breakdowns. Participants offered actionable recommendations for improving the accessibility and inclusivity of WIL for Autistic postsecondary students. |
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