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Viewpoints on how students with autism can best navigate university
Craig Thompson1,2, Sven Bölte1,2,3,4, Torbjörn Falkmer1,2,5,6
1a Cooperative Research Centre for Living with Autism (Autism CRC) , Long Pocket, Brisbane , Queensland , Australia.
Scandinavian Journal of Occupational Therapy
|October 11, 2018
Summary
Supporting Australian university students with autism spectrum disorder (ASD) requires individualized and contextualized interventions. Environmental changes and tailored peer mentoring can enhance their academic success and participation.
Area of Science:
- Higher Education
- Neurodiversity Studies
- Disability Inclusion
Background:
- Students with autism spectrum disorder (ASD) face unique challenges in higher education.
- Limited understanding exists regarding barriers and facilitators to university participation for students with ASD.
Purpose of the Study:
- To explore the perspectives of Australian university students with ASD, their parents, and mentors.
- To identify factors influencing the success of university students with ASD.
Main Methods:
- Q-methodology was employed to gather diverse viewpoints.
- 57 participants (students with ASD, parents, mentors) completed a Q-sort.
Main Results:
- Three distinct viewpoints on student success emerged: Individualised Support, Contextual Support, and Social Support.
- These viewpoints highlight the need for tailored approaches to support students with ASD.
Conclusions:
- Supports must be individualized to address specific barriers and facilitators for students with ASD.
- Environmental and social interventions within universities are crucial for enhancing participation.
- Peer mentoring, extended to include social, emotional, and psychological support, shows potential utility.
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