Exploring Environmental Barriers and Facilitators to Inclusion on a University Campus for Autistic Students

Area of Science:

• Autism Spectrum Disorder (ASD) research
• Higher Education Accessibility
• Environmental Psychology

Background:

• Autistic individuals face lower university participation and outcomes compared to peers.
• Existing research often overlooks the impact of the physical environment on autistic students.
• There's a need to understand how sensory elements of campuses affect autistic students' well-being and academic success.

Purpose of the Study:

• To explore the experiences of autistic university students within the physical campus environment.
• To identify how sensory aspects of university spaces influence autistic students' engagement and participation.

Main Methods:

• Qualitative study involving seven autistic undergraduate students at an Australian university.
• Data collection through semi-structured interviews and photo-elicitation.

Main Results:

• Sensory characteristics of university spaces present both challenges and opportunities for autistic students.
• Campus physical environments influence navigation, utilization, engagement, and participation.
• Autistic students require dedicated spaces and resources for managing sensory overload.

Conclusions:

• Universities must consider the physical and sensory needs of autistic students for inclusive education.
• Attention to campus physical environments is crucial for supporting autistic students' mental and physical well-being.