Functioning and participation of young adults with ASD in higher education according to the ICF framework

Jansen, Dorien; Emmers, Elke; Petry, Katja; Mattys, Laura; Noens, Ilse; Baeyens, Dieter

doi:10.1080/0309877x.2016.1261091

Cited by 27 publications

(15 citation statements)

References 28 publications

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“…lack of social participation) and increased mental health concerns (e.g. stress, anxiety, and depression), with a further emphasize on the lack of support targeted towards non-academic issues (Gelbar et al 2014 ; Anderson et al 2017b ; Jansen et al 2018 ). There was an array of social challenges reported that included generalised difficulties with social skills, plus stress and anxiety in social situations (Accardo 2017 ), difficulties making friends (Gelbar et al 2015 ; Jackson et al 2018 ), problems managing emotions, self-determination (White et al 2016 ), and self-advocacy difficulties (Elias and White 2018 ).…”

Section: Social Aspects Of University For Autistic Studentsmentioning

confidence: 99%

“…According to a recent study, 48% of autistic university students were happy with their academic workload and considered themselves academically successful (Jackson et al 2018 ; Gelbar et al 2015 ). However self-reported experiences of autistic students have indicated that information processing speed, time management, group work, presentations, motivation to study, following lectures, and asking questions can all be significant challenges (Macleod and Green 2009 ; Van Hees et al 2015 ; Anderson et al 2017a ; Jansen et al 2018 ; White et al 2016 ). These academic challenges may be linked to ASD related issues such as executive function abilities and weak central coherence (Gobbo and Shmulsky 2014 ; Vanbergeijk et al 2008 ), as well as linking to some of the social aspects mentioned above (e.g.…”

Section: Academic Aspects Of University For Autistic Studentsmentioning

confidence: 99%

See 1 more Smart Citation

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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Section: Social Aspects Of University For Autistic Studentsmentioning

confidence: 99%

Section: Academic Aspects Of University For Autistic Studentsmentioning

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

View full text Add to dashboard Cite

show abstract

“…Evidence also suggests that autistic students are at an increased risk for bullying, marginalization, and loneliness compared with nonautistic peers, although this does not differ between postsecondary environments and other academic environments. 14,15 Furthermore, autistic students report differences in social interaction that can lead to difficulties forming new social relationships and fitting into the campus community. 14,16 Also, autistic students in higher education frequently describe challenges with executive functioning, such as planning and cognitive flexibility.…”

Section: What Did the Researchers Do?mentioning

confidence: 99%

“…14,15 Furthermore, autistic students report differences in social interaction that can lead to difficulties forming new social relationships and fitting into the campus community. 14,16 Also, autistic students in higher education frequently describe challenges with executive functioning, such as planning and cognitive flexibility. 14 Autistic characteristics vary among individuals, and, 4 consequently, creating universal, one-size-fits-all supports is unlikely to address the unique needs of autistic students.…”

Section: What Did the Researchers Do?mentioning

confidence: 99%

Supporting Autistic Adults in Postsecondary Settings: A Systematic Review of Peer Mentorship Programs

Duerksen

Besney

Ames

et al. 2021

Autism in Adulthood

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Background: The number of autistic individuals attending college or university is increasing, yet graduation rates are low as postsecondary environments often fail to support autistic students' individual needs. Peer mentorship programs are emerging as a promising approach for providing individualized, one-on-one support to meet this service gap for autistic postsecondary students. However, no literature has systematically described these programs. Methods: We conducted a systematic review that described existing peer mentorship programs for autistic students in postsecondary education as well as their effectiveness. Results: Our search of five databases found nine unique programs that were evaluated in 11 peer-reviewed articles. Programs reported positive outcomes in various domains, which included social skills, academic performance, and sense of belonging. The evidence for these programs was primarily qualitative, sample sizes were small, and there was considerable heterogeneity in the format, provision, and goals of these programs, as well as the evaluation methods used. Conclusions: Overall, the state of the research related to the efficacy of peer mentorship programs for autistic students remains in its infancy, and further research is needed to quantify effectiveness and enable program comparisons.

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“…Some of these difficulties may be related to the social communication differences or difficulties, which may make tasks such as group work or public performance challenging and stressful; they may result also in individuals on the spectrum feeling as if they do not fit in socially (Anderson, Stephenson, & Carter, 2017;Cai & Richdale, 2016;Fabri & Andrews, 2016;Gelbar et al, 2014). Increased stress may also be caused by a variety of other factors, including sensory differences (Fabri & Andrews, 2016;Jansen et al, 2018), travelling to and from university (Fabri & Andrews, 2016), and managing changes or cancellations in timetables (Fabri & Andrews, 2016;Jansen et al, 2018). Not only can these experiences result in increased stress for students on the spectrum, but they can also affect their satisfaction with the overall university experience.…”

Section: Students On the Spectrum In Higher Educationmentioning

confidence: 99%

Online learning for university students on the autism spectrum: A systematic review and questionnaire study

Adams

Simpson

Davies

et al. 2019

AJET

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Online course delivery is increasingly being used by universities to deliver accessible and flexible learning environments. As this mode of delivery grows it is important to consider the equity of the learning experience for all students. As online delivery may reduce challenges and stressors present in face-to-face delivery, it could be suggested that it may promote student learning for specific student groups, including those with a diagnosis on the autism spectrum. However, little is known about the experience of learning online for students on the autism spectrum. This article presents findings from two studies: a systematic review of the literature and a survey of students on the autism spectrum studying online. From the systematic literature review, only four previous studies were identified reporting on this topic. Findings from two studies identified that the online environment provided both facilitators of and barriers to the learning experience for students on the autism spectrum. Although the online environment provided flexibility for learning, how design factors are employed in online delivery may unintentionally create barriers to the learning experience for students on the spectrum. An outcome from this study has been the creation of a suite of resources to assist with course design and delivery. Implications for practice or policy:• Consider the impact of course design on students with diverse learning profiles.• Not all students disclose their diagnosis, so ensure methods of accessing support are clear. • Work proactively to ensure that interactions with instructors and are responsive and flexible to facilitate the online learning of all students.

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Functioning and participation of young adults with ASD in higher education according to the ICF framework

Cited by 27 publications

References 28 publications

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

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

Supporting Autistic Adults in Postsecondary Settings: A Systematic Review of Peer Mentorship Programs

Online learning for university students on the autism spectrum: A systematic review and questionnaire study

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