A scoping review of research trends and future directions for research on the experiences of autistic students and staff in post-secondary education

Gormley, Laura; Feeney, Anna; Mcnally, Sean

doi:10.1080/21568235.2023.2231186

Cited by 2 publications

(7 citation statements)

References 58 publications

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“…Despite a rise in autistic students' enrolment in higher education 18 , studies show significant disparities in completion rates compared to non-autistic peers in both the United States and the United Kingdom 19 . Research suggests that 0.7% to 1.9% of college students may identify as autistic 1,20 , likely underestimating the actual numbers due to low disclosure 21,22 . Moreover, intersecting factors significantly affect autistic young people's progression to postsecondary education 23 .…”

Section: Inclusion and An Educational "Mindshift"mentioning

confidence: 99%

“…Moreover, intersecting factors significantly affect autistic young people's progression to postsecondary education 23 . Supporting autistic students' access to post-secondary education requires a system-wide, holistic approach that considers the autistic community's voice and priorities 1,23 .…”

Section: Inclusion and An Educational "Mindshift"mentioning

confidence: 99%

“…The current study is a co-produced study which aims to explore the experiences of autistic students at a HEI in Ireland. Co-produced research approaches challenge the traditional power dynamics within research and aim to foster collaborative partnerships between academics and those affected by the research 1,28 . The autistic and non-autistic research team collaborated at all stages of the research, from project design at the inception to collaboratively designing research instruments, conducting interviews with autistic students, and contributing to the analysis of the data collected.…”

Section: The Current Studymentioning

confidence: 99%

“…However, participants express inadequate school support and preparation for university logistics, highlighting the need for systemic integration and accessible service design 1,31 .…”

Section: Research Question 1: Experience Of Transition To Higher Educ...mentioning

confidence: 99%

“…Recent studies have increasingly explored autistic students' experiences in higher education, covering academics, social interactions, mental health, and support services. However, there has been a relative lack of co-produced research conducted collaboratively with autistic researchers or experts by experience until recent years 1 . The current study was a collaborative effort between autistic and non-autistic researchers from inception to completion to authentically investigate autistic students' experiences at an Irish Higher Education Institution (HEI) recognised as Autism Friendly by AsIAm, Ireland's Autism Charity.…”

Section: Introductionmentioning

confidence: 99%

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A Co-Produced Qualitative Exploration of Autistic Experiences at an Irish Higher Education Institution

Neilson,

O'Kelly,

Doyle

et al. 2024

Preprint

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Background: This co-produced study explores the experiences of autistic students regarding their transition to and enrolment at an Irish Higher Education Institution (HEI). Autistic student's experiences of belonging, acceptance and support were explored, and the study was collaboratively conducted by autistic and non-autistic researchers at all stages of the research. Methods: A sample of autistic student participants (n=14) took part in flexible semi-structured interviews. Results: The findings of this study reveal diverse experiences across the participants in higher education, emphasising the need for inclusive approaches recognising autistic neurology and differences to support belonging and acceptance in university. The transition experiences for some participants were challenging with a lack of personalised and flexible support leading to anxiety and a lack of predictability. Participants also identified a range of challenges and barriers they experienced while navigating college life. These included learning environments they experienced as hostile due to sensory challenges on campus, a lack of understanding regarding autistic neurology among university staff and peers, inconsistency and inflexible pedagogical approaches used by academic staff, and stringent requirements to access disability support services. These barriers often led to students being unable to access support or choosing not to disclose their autistic status. Participants also found socialising and developing relationships with non-autistic peers challenging but reported that autistic student community groups, such as the neurodivergent society, were a very positive factor in supporting well-being, social acceptance and a sense of belonging. Other supports were specialist support staff, such as the Autism-Friendly coordinator and occupational therapist at student services. Discussion: The study highlights the importance of early guidance, systemic integration, and increased awareness among university staff. It underscores the role of structural support systems like DARE and Autism University Support Coordinators in easing transitions and supporting predictability and acceptance.

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Section: Inclusion and An Educational "Mindshift"mentioning

confidence: 99%

Section: Inclusion and An Educational "Mindshift"mentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

“…However, participants express inadequate school support and preparation for university logistics, highlighting the need for systemic integration and accessible service design 1,31 .…”

Section: Research Question 1: Experience Of Transition To Higher Educ...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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