An Interpretative Phenomenological Analysis Exploring the Lived Experiences of Autistic Undergraduate Psychology Students Engaging and Integrating within UCalgary

Abstract

Research studying autism has often had a negative, deficit-based outlook on the diagnosis. Additionally, many studies highlight barriers or challenges encountered by the autistic population (McLeod et al., 2021; Shembri-Mutch et al., 2024). Another factor leading to knowledge-gaps in the vast collection of autism research is a disproportionate lack of autistic representation throughout all stages of the research process (Leadbitter et al., 2021). Currently, there is a gap in accessible post-secondary educational research regarding how neurodiverse individuals experience and engage with university life and integrate within the larger campus community. Neurodiversity (or neurodivergence) is a term that describes a range of neurodevelopmental disorders, including autism, and is an understanding that brain differences among people are a natural and valuable part of human diversity (Public Health Agency of Canada, 2024).