{'fraction_non_alphanumeric': 0.02248062015503876, 'fraction_numerical': 0.004651162790697674, 'mean_word_length': 5.177033492822966, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Experience of college students with ASD on participation in college class

Objectives In this study, we listened to the experiences and specific stories of ASD students' participation in classes during college life, and based on this, we tried to find out the meaning of ASD college students' participation in classes. Methods For this purpose, five ASD students enrolled in a four-year university in Daegu Metropolitan City were individually interviewed from the perspective of the person concerned about their participation in class during their school life experiences. The collected data were analyzed and categorized according to the qualitative interview analysis procedure, and their inner story was derived. Results Through this study, the following key themes were derived. 1) To solve on my own, 2) A desire to do better, 3) Help that suits me, 4) A stepping stone for difficult growth, 5) A group task that is sometimes alone together, 6) A situation that is contrary to the motivational situation. Conclusions The results of this study suggest that many improvements are required for class participation by ASD college students, and it was found that ASD college students especially need support from close colleagues, direct seniors, and professors as well as systemic support.