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"a System That Wasn't Really Optimized For Me": Factors Influencing Autistic University Students' Access To Information.

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"a System That Wasn't Really Optimized For Me": Factors Influencing Autistic University Students' Access To Information.

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"A System That Wasn't Really Optimized for Me": Factors Influencing Autistic University Students' Access to

Kayden M Stockwell¹, Zoë S Robertson¹, Andrew J Lampi¹

¹Department of Psychology, University of Virginia, Charlottesville, Virginia, USA.

Autism in Adulthood

|May 1, 2025

View abstract on PubMed

Summary

This summary is machine-generated.

Autistic university students face challenges accessing information about crucial resources due to social interactions and university systems. Universities must adapt communication strategies to improve information access and support for neurodivergent students.

Keywords:

autistic university students higher education information access misalignment structural barriers

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Area of Science:

Higher Education Research
Neurodiversity Studies
Disability Support Services

Background:

Increasing number of autistic adults in higher education.
Existing support systems and graduation rates indicate potential gaps in adequately supporting autistic students.
Qualitative study focusing on factors influencing autistic university students' awareness of support resources.

Purpose of the Study:

To investigate how autistic university students learn about available resources and opportunities.
To identify barriers and facilitators to information access for autistic students in higher education.
To provide recommendations for improving university support systems for autistic students.

Main Methods:

Qualitative study involving interviews with 14 autistic students at a U.S. public university.

Data collection through group/individual Zoom interviews and asynchronous email exchanges.

Reflexive thematic analysis to identify patterns in information access experiences.

Main Results:

Two key themes emerged: challenges in navigating social interactions for information and university expectations creating barriers.
Difficulties in accessing socially mediated information were highlighted.
University practices and policies not designed for autistic students were identified as significant barriers.

Conclusions:

Access to information significantly impacts autistic students' academic, interpersonal, and belonging experiences.
Understanding factors influencing information access is crucial for structural changes in higher education.
Recommendations focus on creating more equitable access to resources and opportunities for autistic individuals.