College Experiences for Students With Autism Spectrum Disorder: Personal Identity, Public Disclosure, and Institutional Support

Cox, Bradley E.; Thompson, Kim M.; Anderson, Amelia; Mintz, Amanda; Locks, Taylor; Morgan, Lindee; Edelstein, Jeffrey; Wolz, Abigail

doi:10.1353/csd.2017.0004

Cited by 93 publications

(58 citation statements)

References 56 publications

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“…This participation in postsecondary education rate is almost two to three times greater compared to students who did not participate in transition planning (36%) or receive transition-planning instructions (24%). The content of pre-transitional interventions reflects the challenges associated with autism described above, such as social skills and social relationships, practical and emotional support, organizational difficulties such as time-management and problem-solving skills, sensory challenges and mental health concerns (Cai and Richdale 2016;Camarena and Sarigiani 2009;Cox et al 2017;Mitchell and Beresford 2014;Van Hees et al 2015;White et al 2016).…”

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confidence: 99%

“…Common themes emerging from qualitative studies have included coursework requirements, disability awareness on campus, social skills and social relationships, availability of practical and emotional support, organisational difficulties such as time-management and problem-solving skills, sensory challenges and mental health concerns (Cai and Richdale 2016;Camarena and Sarigiani 2009;Mitchell and Beresford 2014;Van Hees et al 2015;White et al 2016). Wider concerns have also been raised such as disability awareness on campus and issues around disclosing diagnosis (Camarena and Sarigiani 2009;Cox et al 2017).…”

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confidence: 99%

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Evaluation of a Transition to University Programme for Students with Autism Spectrum Disorder

Lei

Calley

Brosnan

et al. 2018

J Autism Dev Disord

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Applying to university can be an anxiety-provoking time for many autistic students, though enrolment can be increased by actively involving them in transition planning. We provide an evaluation of a transition to university pilot programme (Autism Summer School) for autistic students (16-19 years) who are seeking to apply/attend university. The content focused on introducing students to various aspects of university life including academic (sample lectures), social (e.g., clubs and societies), and daily living (eating in university canteen and staying in student accommodation). Students' quantitative and qualitative feedback are positive and promising, showing significant reduction across a range of concerns related to transition to university after the programme, as well as general optimism related to starting university.

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confidence: 99%

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confidence: 99%

Evaluation of a Transition to University Programme for Students with Autism Spectrum Disorder

Lei

Calley

Brosnan

et al. 2018

J Autism Dev Disord

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“…University students with ASD may be reluctant to disclose their diagnosis as a consequence of the fear associated with previous experiences of bullying in education settings (Costley et al, ; van Hees et al, ). While students with ASD might be pragmatic, disclosing their diagnosis to qualify for supports, they are unlikely to do so with their peers (Cox et al, ). The SPMP has demonstrated that students with ASD are indeed able to participate in university studies with increased autonomy, with the appropriate individualised supports.…”

Section: Discussionmentioning

confidence: 99%

A realist evaluation of peer mentoring support for university students with autism

Thompson¹,

Falkmer²,

Evans³

et al. 2018

British J Special Edu

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Education is effective in improving outcomes in autism spectrum disorder (ASD). While peer mentoring has demonstrated preliminary promise in supporting university students with ASD, the effective mechanisms remain unclear. The aims of this study were to explore the required contexts, mechanisms and outcomes of peer mentoring for university students with ASD. Semi-structured interviews based on a Realist Evaluation framework were conducted with 23 peer mentors and 24 university students with ASD. Thematic analysis identified three context themes: 'environmental conditions', 'university course demands' and 'aspects of ASD'; four mechanism themes: 'mentor', 'communication and social interaction', 'problem solving' and 'training and supervision'; and five outcome themes: 'identifying personal strengths', 'increased autonomy', 'achieving goals', 'relationships' and 'positive mentor outcomes'. Standard peer mentoring approaches can be enhanced to meet the needs of students with ASD by including training for mentors on ASD, and approaches that support mentees' social interaction and communication needs.

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“…15 However, students do sometimes disclose to peers for practical reasons. 17 These findings suggest that many college students with autism are selective in their decisions to disclose their diagnosis. However, the extent to which an autistic identity plays a role in their decisions to disclose is unclear.…”

Section: What Are Potential Weaknesses In the Study?mentioning

confidence: 99%

“I Just Want Them to See Me As…Me”: Identity, Community, and Disclosure Practices Among College Students on the Autism Spectrum

Frost

Bailey

Ingersoll

2019

Autism in Adulthood

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Background: The purpose of this project was to understand how college students on the autism spectrum integrate their diagnosis into their identity, whether they connect with a broader ''autism community,'' and when and why they disclose their diagnosis to other people. Methods: Twenty participants completed semistructured interviews by phone, text message, or email. An inductive approach was used to generate codes, and results were synthesized via thematic analysis, theme counts, comparing and contrasting cases, and examining outliers. Results: Across participants and interview topics, the students in our study expressed a desire to be understood and known genuinely by other people. Interviews revealed that autistic identity is complex and variable across individuals. Most of the students in our study did not feel part of a broader autism community, although several reported that some of their close friends were on the spectrum as well. Our participants rarely disclosed their autism to other people, and this decision was often informed by whether the disclosure would support or inhibit understanding. Conclusions: Results suggest there is a need for neurotypical people to be more accepting, affirming, and empathetic in their interactions with neurodivergent people. In addition, our results suggest that autistic college students may not participate in services that explicitly connect groups of students on the spectrum or require disclosure of their diagnosis. College students with autism should be involved in the development of college supports and services that are consistent with their values and disclosure practices.

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College Experiences for Students With Autism Spectrum Disorder: Personal Identity, Public Disclosure, and Institutional Support

Cited by 93 publications

References 56 publications

Evaluation of a Transition to University Programme for Students with Autism Spectrum Disorder

Evaluation of a Transition to University Programme for Students with Autism Spectrum Disorder

A realist evaluation of peer mentoring support for university students with autism

“I Just Want Them to See Me As…Me”: Identity, Community, and Disclosure Practices Among College Students on the Autism Spectrum

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