Accommodations and support services preferred by college students with autism spectrum disorder

Accardo, Amy L.; Kuder, S. Jay; Woodruff, John O.

doi:10.1177/1362361318760490

Cited by 96 publications

(68 citation statements)

References 15 publications

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“…It identifies eight categories of provision tailored specifically for these young people, from 'supporting transition to university' to 'social groups'. The categories of 'transition to university' and 'specialist tutoring support' were amongst the most common identified across these UK institutions, which accords with autistic students' preferences identified by Accardo et al (2019) in their US study. Additionally, the identification of 'social groups' for autistic students is positive, as this responds to one of the most prevalent challenges for autistic students identified across the international literature (Anderson et al, 2018;Gelbar et al, 2014;Gurbuz et al, 2019;Hastwell et al, 2012;Jansen et al, 2018;Van Hees et al, 2015).…”

Section: Discussionmentioning

confidence: 67%

Parity of participation for autistic students: Mapping provision across UK higher education institutions

Vincent

Rowe

Johnson

2021

Research in Education

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This paper systematically identifies, maps and evaluates specific types of provision for autistic students published on university websites at 120 institutions throughout the UK. Within these data we identify trends in relation to geographical region, university group, and the Teaching Excellence Framework rating. We employ Nancy Fraser’s theory of social justice to unpack the reasons that underlie the differentials in provision across UK higher education institutions. Findings identify eight categories of provision tailored specifically for autistic students from ‘supporting transition to university’ to ‘social groups’ and suggest that there are institutions across the UK with evidence of more developed provision. Our data show, however, that resources and provision are not distributed equitably, raising implications for autistic students’ parity of participation in higher education.

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Section: Discussionmentioning

confidence: 67%

Parity of participation for autistic students: Mapping provision across UK higher education institutions

Vincent

Rowe

Johnson

2021

Research in Education

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“…To date there have been three quantitative questionnaire studies; two from the US (Gelbar et al 2015 ; Jackson et al 2018 ) and one from Australia (Anderson et al 2017a ), but none from the UK. Only two studies have combined qualitative and quantitative measures, both in the US (White et al 2016 ; Accardo et al 2018 ). None of the existing published studies have included students without autism as a comparison to know whether the issues and challenges are heightened, reduced, or similar in nature, for students with and without autism.…”

Section: Current Studymentioning

confidence: 99%

University Students with Autism: The Social and Academic Experiences of University in the UK

Gurbuz

Hanley

Riby

2018

J Autism Dev Disord

142

113

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“…In addition, it suggests that the primary challenge that autistic college students face is the need to balance multiple domains of college life rather than difficulty with a single domain (Van Hees et al, 2015). Academic accommodations and supports, including skills training in time management and executive functioning skills, may help autistic students successfully balance their academic responsibilities with their new social expectations (Accardo et al, 2019; S. W. White, Elias, et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

The relationship between social experience and subjective well-being in autistic college students: A mixed methods study

Bailey

Frost

Casagrande

et al. 2019

Autism

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This mixed methods study examined the relationship between the college social experience and subjective well-being in autistic students in the Midwestern United States. An online survey focused on social connectedness, social participation, social support, and subjective well-being. A semi-structured interview discussed transition, supports received, and social participation. Correlations and a hierarchical regression were used to examine the relationship between social experience variables and subjective well-being from the survey. Inductive thematic analysis was used to identify interview themes. Theme counts for students who reported higher and lower subjective well-being were examined. Social connectedness, time spent with friends, and perceived social support were positively correlated with students’ subjective well-being, with social connectedness explaining unique variance. Common themes included challenges navigating a new social environment and the importance of family, friends, and professors in providing social support. Students with lower subjective well-being more frequently discussed struggles to make social connections and the trade-off between socializing and succeeding academically, whereas students with higher subjective well-being more frequently described college as providing opportunities to develop meaningful social connections. This study adds new perspectives on the college experience for autistic students and highlights the important role that social connections and support play in their subjective well-being.

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Accommodations and support services preferred by college students with autism spectrum disorder

Cited by 96 publications

References 15 publications

Parity of participation for autistic students: Mapping provision across UK higher education institutions

Parity of participation for autistic students: Mapping provision across UK higher education institutions

University Students with Autism: The Social and Academic Experiences of University in the UK

The relationship between social experience and subjective well-being in autistic college students: A mixed methods study

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