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Work-Integrated Learning Experiences of Autistic Co-Op Students at a Canadian University: An Interpretative Phenomenological Analysis

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Bibliographic Details
Title: Work-Integrated Learning Experiences of Autistic Co-Op Students at a Canadian University: An Interpretative Phenomenological Analysis
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
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  Data: Work-Integrated Learning Experiences of Autistic Co-Op Students at a Canadian University: An Interpretative Phenomenological Analysis
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  Data: <searchLink fieldCode="AR" term="%22Meryssa+Waite%22">Meryssa Waite</searchLink><br /><searchLink fieldCode="AR" term="%22Eleanor+A%2E+White%22">Eleanor A. White</searchLink><br /><searchLink fieldCode="AR" term="%22Grace+Iarocci%22">Grace Iarocci</searchLink><br /><searchLink fieldCode="AR" term="%22Elina+Birmingham%22">Elina Birmingham</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Work-Integrated+Learning%22"><i>International Journal of Work-Integrated Learning</i></searchLink>. 2026 27(1):77-98.
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  Data: 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/
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  Data: 22
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  Data: <searchLink fieldCode="DE" term="%22Work+Based+Learning%22">Work Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Education%22">Cooperative Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 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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  Data: 2026
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        PageCount: 22
        StartPage: 77
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      – SubjectFull: Work Based Learning
        Type: general
      – SubjectFull: Autism Spectrum Disorders
        Type: general
      – SubjectFull: Cooperative Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Universities
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Student Experience
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      – SubjectFull: College Students
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      – SubjectFull: Canada
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      – TitleFull: Work-Integrated Learning Experiences of Autistic Co-Op Students at a Canadian University: An Interpretative Phenomenological Analysis
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