With the thought that the completion of university studies of people with autism (American Psychiatric Association, Diagnostic and statistical manual of mental disorders: DSM-V, 2013) remains an open question, the educational programs with an emphasis on metacognitive skills are examined in this text. Metacognitive skills have been individually taught with the goal of counseling in individual study, focusing on academic courses, for more than a decade [2013–2024]. These metacognitive skills are based on contemporary and timeless pedagogical and psychological considerations around the topics of teaching interventions in the context of the provision of special education and training [SET] services in the academic community. The theoretical perspectives have been applied to N = 50 male and female students with an average age of 22.96 years, who have been assessed by the diagnostic services with autism and attend departments from two educational university institutions in higher education, one metropolitan and one in the Peloponnese region in Greece. Training in metacognitive skills focused on organizing the individual study with individual special education counseling sessions and some protocols. It is worth noting that [N = 28] students have received a certificate of completion of their university studies, [N = 8] students have taken part in postgraduate studies, and [N = 8] students have responsible part-time work in libraries and plant production greenhouses. The methodologies of informal pedagogical observation and intervention were utilized for individuals with invisible disabilities such as autism. According to the methodology of cross-observations of special educational needs [SENs], with some SET’ protocols, the content of discussions and interventions in individual counseling sessions with an emphasis on metacognitive skills was recorded. From all these students, two case studies were selected (Yin, Case study research: Design and methods, Sage, 2002), with a man from the regional University of Peloponnese based in the city of Kalamata and a woman from the Metropolitan Agricultural University of Athens, which we present here. It is pointed out that the educational interventions in metacognitive skills were successful and effective, with the students stating that they realized the individual study method they use in their routines and it facilitates them in the academic obligations of the courses. In conclusion, people with autism (Christakis, The education of children with difficulties, Introduction to special education, Interaction, 2011) succeeded in completing their university studies, got their degree, learned to negotiate their behavioral difficulties in their contacts with others (Christakis, Behavior problems of children and adolescents, Diadrasis, 2023), reduced procrastination, and stabilized their feelings about the subjects they studied.

Metacognitive Skills in Individuals with Autism at University

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发表日期：

2026年

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Maria Drossinou Korea

摘要

With the thought that the completion of university studies of people with autism (American Psychiatric Association, Diagnostic and statistical manual of mental disorders: DSM-V, 2013) remains an open question, the educational programs with an emphasis on metacognitive skills are examined in this text. Metacognitive skills have been individually taught with the goal of counseling in individual study, focusing on academic courses, for more than a decade [2013–2024]. These metacognitive skills are based on contemporary and timeless pedagogical and psychological considerations around the topics of teaching interventions in the context of the provision of special education and training [SET] services in the academic community. The theoretical perspectives have been applied to N = 50 male and female students with an average age of 22.96 years, who have been assessed by the diagnostic services with autism and attend departments from two educational university institutions in higher education, one metropolitan and one in the Peloponnese region in Greece. Training in metacognitive skills focused on organizing the individual study with individual special education counseling sessions and some protocols. It is worth noting that [N = 28] students have received a certificate of completion of their university studies, [N = 8] students have taken part in postgraduate studies, and [N = 8] students have responsible part-time work in libraries and plant production greenhouses. The methodologies of informal pedagogical observation and intervention were utilized for individuals with invisible disabilities such as autism. According to the methodology of cross-observations of special educational needs [SENs], with some SET’ protocols, the content of discussions and interventions in individual counseling sessions with an emphasis on metacognitive skills was recorded. From all these students, two case studies were selected (Yin, Case study research: Design and methods, Sage, 2002), with a man from the regional University of Peloponnese based in the city of Kalamata and a woman from the Metropolitan Agricultural University of Athens, which we present here. It is pointed out that the educational interventions in metacognitive skills were successful and effective, with the students stating that they realized the individual study method they use in their routines and it facilitates them in the academic obligations of the courses. In conclusion, people with autism (Christakis, The education of children with difficulties, Introduction to special education, Interaction, 2011) succeeded in completing their university studies, got their degree, learned to negotiate their behavioral difficulties in their contacts with others (Christakis, Behavior problems of children and adolescents, Diadrasis, 2023), reduced procrastination, and stabilized their feelings about the subjects they studied.