Improving Autistic Students' Experiences in Higher Education: Developing a Community Framework for Individual...

Area of Science:

• Neurodiversity Studies
• Higher Education Policy
• Disability Studies

Background:

• Autistic students represent the fastest-growing population in higher education (HE).
• Current HE institutions often fail autistic students due to ableist structures and an over-reliance on individualized support.
• Traditional support models place the onus on autistic students to navigate and advocate for necessary accommodations, which can be inaccessible or insufficient.

Purpose of the Study:

• To evaluate existing support mechanisms for autistic students in HE.
• To propose a community-centered framework that promotes the flourishing of autistic individuals and the autistic community.
• To shift the responsibility for autistic student well-being from the individual to the collective HE environment.

Main Methods:

• Conceptual analysis of current higher education support systems for autistic students.
• Development of a community framework emphasizing collective responsibility and valuing autistic experiences.
• Identification of key stakeholders (peers, instructors, staff, institutions) and their roles in supporting autistic students.

Main Results:

• Existing HE environments can be unwelcoming due to non-acceptance, stigma, and oppression, hindering autistic students' academic success and well-being.
• A collective framework is needed to foster autistic culture, promote student agency, and provide autonomous supports and accommodations.
• Key players can promote autistic culture through Universal Design for Learning (UDL), neurodiversity training, and enhanced disability cultural centers.

Conclusions:

• Institutions of HE must restructure to become more inclusive and supportive of autistic students.
• Shared responsibility among all members of the HE community is crucial for fostering autistic individual and community flourishing.
• Implementing a community framework can reduce the need for autistic students to mask or alter their behavior to 'fit in'.