Students with autism spectrum disorder (ASD) are at heightened risk of post-secondary educational failure and account for approximately 1% of students in post-secondary education. Findings from an on-line survey of students with ASD attending university in Australian are reported in this study. Respondents indicated high rates of academic and non-academic difficulties but low usage of supports. Ratings for supports were idiosyncratic, and some students indicated discomfort from using supports or disclosing their disability. Those students who delayed their disclosure accessed fewer supports and reported a poorer overall university experience. Recommendations were made including the need for better transition support and alternative strengths based approaches that use more flexible and individualised curriculum designs.

Perspectives of University Students with Autism Spectrum Disorder.

1. Minutes of the meeting of 15 October 2010 and actions arising 2. Update on Ongoing Independent Mechanism & Government Engagements: OFMdFM report to ODI State Party Report OFMdFM response to PSI Disability Working Group recommendations 3. Update on Current Projects: Current Communication & Promotional Activities, including Communications Strategy & Draft Communication & Engagement Action Plan Update on Platform Event & Draft Report Guides for Third Sector Research Update Monitoring Implementation (policy and programmes) 4. Business Reporting: Joint Action Plan 2010-11 Progress Report

UN Convention on the Rights of Persons with Disabilities

Students with autism spectrum disorder in college: Results from a preliminary mixed methods needs analysis.

A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education

Individuals with autism spectrum disorder (ASD) are completing high school with reasonable expectations for postsecondary success. College educators are likely ill prepared to provide appropriate support for these students. Based on personal interviews with a diverse group of students with autism, this study (a) amplifies these students’ voices, (b) describes tensions between their public and private identities, (c) outlines the academic, social, emotional, self-advocacy, and communication challenges they face in college, and (d) proposes both general principles and specific practices that could be leveraged to facilitate postsecondary success for students with autism.

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College Experiences for Students With Autism Spectrum Disorder: Personal Identity, Public Disclosure, and Institutional Support

The transition into higher education constitutes a precarious life stage for students with autism spectrum disorder (ASD). Research on how students with ASD navigate college life is needed for the development of adequate support. This study investigated the challenges and support needs of 23 students with ASD in higher education through semi-structured interviews. Data were analyzed following the principles of Grounded Theory. Students faced difficulties with new situations and unexpected changes, social relationships, problems with information processing and time management and had doubts about disclosure. Facing these challenges simultaneously in the domains of education, student life and daily (independent) living, had a major impact on students' well being. Besides these challenges, students also reported benefits that contributed to success in the three domains. They pointed out to a set of recommendations for support. These findings are linked with previous research and implications for higher education institutions are extrapolated on the basis of these findings.

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Valérie Van Hees

Papers

Higher education experiences of students with autism spectrum disorder: challenges, benefits and support needs