University life with ASD: Faculty knowledge and student needs.

Area of Science:

• Neurodevelopmental Disorders
• Higher Education Studies
• Disability Inclusion

Background:

• Autism spectrum disorder (ASD) is increasingly prevalent in higher education.
• The transition to university presents unique challenges for young adults with ASD.
• Understanding faculty perspectives is crucial for supporting these students.

Purpose of the Study:

• To evaluate the experiences and needs of college students with ASD.
• To assess faculty knowledge regarding ASD and their pedagogical practices.
• To identify gaps in faculty understanding and support for students with ASD.

Main Methods:

• Mixed-methods approach combining in-depth interviews and surveys.
• Interviews conducted with 13 students with ASD and 18 college professors.
• Surveys administered to 132 faculty members to assess ASD knowledge and teaching accommodations.

Main Results:

• Autism spectrum disorder is often an "invisible" disability on university campuses.
• Faculty require enhanced knowledge and specific training to effectively support students with ASD.
• Current pedagogical practices may not adequately accommodate the needs of students with ASD.

Conclusions:

• Universities must address the "invisible" nature of ASD on campus.
• Professional development is essential to equip faculty with the skills to support students with ASD.
• Implementing inclusive pedagogical strategies can improve the academic experience for students with ASD.