Support to students with Asperger syndrome in higher education — the perspectives of three relatives and three coordinators

Abstract

An increasing number of students with disabilities attend institutes of higher education (HE). Among this group are persons with Asperger syndrome (AS). Persons with AS have a cognitive impairment that can interfere with their studies and the ability to describe their needs and ask for support. This study deals with an assessment of the support services for students with AS from the perspectives of the students' relatives and the students' service providers at the universities they attend. The aim of this study was to investigate (a) earlier experiences and events in relation to the transition of students with AS to higher education, according to the relatives' perceptions of how these experiences and events affect university studies; and (b) the perceptions of both the relatives of students with AS and the coordinators for students with disabilities with respect to the study environment and support for students with AS. The approach is a case study methodology involving relatives and university coordinators for three students with AS. The coordinators' way of working with students with disabilities is primarily based on the coordinators' own ideas. No specific organizational routines exist for students with AS. The results reveal that the needs of students with AS have to be made explicit and must be incorporated into the support system. Relatives lack information about the situation and opportunities to engage in collaboration. Universities must adapt the support system to the cognitive impairments experienced by AS students and the difficulties of their everyday lives. The relatives of students with AS may play the central role in supporting the students and in understanding their impairment.

A Cross-Cultural Comparison of Knowledge and Stigma Associated with Autism Spectrum Disorder Among College Students in Lebanon and the United States

“…Stereotypes towards those who possess these attributes often result in negative outcomes including, but not limited to, poor self-esteem and difficulties with employment (Corrigan et al 2003;Link et al 2001). Individuals with ASD may frequently encounter higher levels of social exclusion (Campbell and Barger 2014) and bullying (Fleischer 2012;Gelbar et al 2014). Perceived or experienced stigma towards ASD has been reported by people on the spectrum in the US (Shtayermman 2009) and Britain (Humphrey and Lewis 2008), as well as by parents of people on the spectrum internationally (e.g., Dehnavi et al 2011;Gray 2002).…”

“…However, very few ASD-specific services are available on college campuses (Barnhill 2014), which may contribute to lack of understanding towards college students on the spectrum (Gelbar et al 2014). Fleischer (2012) noted that college students on the spectrum often become targets of stigma and bullying. Among college students, heightened acceptance of individuals with ASD is associated with greater knowledge of ASD and more encounters with individuals with ASD (Mahoney 2008).…”

Overview and Evaluation of a Mentorship Program for University Students With ASD

“…Given the inherently social nature of the postsecondary environment, some of the more obvious challenges for students with ASD might include living in dormitories, learning in a large classroom setting, and navigating the campus itself (Fleischer, 2012;Pillay & Bhat, 2012). In addition, more obscure social difficulties, such as navigating the hierarchy of teaching and support staff (e.g., disability workers, counselors, teaching assistants, and professors), also exist (Gelbar, Smith, & Reichow, 2014).…”

Mental Health Services for Individuals with High Functioning Autism Spectrum Disorder

“…It is hoped that in the future interventions will continue to improve for this population, with greater attention to social outcomes in school age youth and increased supports at the college level (e.g., mentorship programs). For example, findings of a recent case study of students with HFASD and their university coordinators demonstrated the benefits of explicit, organized routines and structures and of the importance of support systems (e.g., relatives) and services tailored to the individuals' needs [38]. …”