University life with ASD: Faculty knowledge and student needs

Abstract

Increasingly, young adults with autism spectrum disorder are attending 4-year universities. The transition to adulthood can be challenging for these students, and university life poses its own set of demands. The present article takes a mixed-methods approach by including two studies utilizing complementary methodologies. Through in-depth interviews with students with autism spectrum disorder ( n = 13) and college professors ( n = 18), the purpose of the first study was to evaluate the experiences and needs of college students with autism spectrum disorder and identify the knowledge that faculty members possessed about working with these students. Through survey methodology with a larger sample of faculty members ( n = 132), the purpose of the second study was to obtain more information about faculty knowledge of autism spectrum disorder, and to learn whether their pedagogical practices accommodated students with autism spectrum disorder. Findings revealed that autism is often an "invisible" disability on campuses, and there are many things that professors need to know with regard to working with these students in particular. Implications for practice are discussed.

Supporting Students with Autism in Tertiary Education: Malaysian Lecturers' Views and Experiences

“…The fact that some characteristics of ASD are not easily visible, especially to those with limited knowledge and awareness of autism, often means that the needs of such students neglected or unnoticed [5]. The lecturers in this study were not informed about the condition of the students with ASD in their class and were therefore unaware of their specific needs.…”

“…They may also develop difficulties in sensory integration, fine motor skills, and language and communication. The neurodevelopmental nature of the disorder may also cause individuals with ASD to experience difficulties during the transition to tertiary education level [5].…”

Student Learning Experience and Student Retention Strategies: A Transformative Approach to Quality Education

“…These programs are specifically designed to provide awareness programs to individuals who need specific care as they have unique needs. Ability-diverse and neuro-diverse students, simply put, are those students who have unique mental and physical disabilities that restrict them from performing normal daily activities (Zeedyk et al 2019). Investing in these programs imposes several challenges for the tertiary institutions, as the higher education leaders have to prioritize scarce financial resources for the day-to-day operations of the institution (Zeedyk et al 2019).…”

“…Ability-diverse and neuro-diverse students, simply put, are those students who have unique mental and physical disabilities that restrict them from performing normal daily activities (Zeedyk et al 2019). Investing in these programs imposes several challenges for the tertiary institutions, as the higher education leaders have to prioritize scarce financial resources for the day-to-day operations of the institution (Zeedyk et al 2019). Ability-diverse and neuro-diverse students need special assistive technology to complete their higher education studies, and most universities, particularly, in the low income and developing countries are struggling to finance the high cost of purchasing these assistive technologies (Zeedyk et al 2019).…”

Autism in the Classroom: Educational Issues across the Lifespan

“…There are many things faculty need to know in order to appropriately and comfortably teach and interact with students on the autism spectrum. In a survey of 132 faculty [68], a little over half of professors did not include a statement about disability services in their syllabus (55%), nor did they make a statement about services at the start of the quarter (60%). In terms of their beliefs about students with autism, 47% expected students to interact with peers in the classroom and 78% agreed that they would consider allowing students to work in their lab or on their research team.…”