University Life with ASD: Faculty Knowledge and Student Needs Students with ASD are frustrated with trying to access support. Source: Zeedyk, S.M., Boulourian. Y., & Blacher, J. (2019). University life with ASD: Faculty knowledge and student needs. Autisn, 23, 726-736. https://doi.org/10.1177/1362361318774148 This material is based, in part, upon work supported by the National Science Foundation…
Narratives of the University Experience from Students with ASD or ADHD Some students felt it was constructive to disclose their diagnosis to professors. Other students described negative reactions to disclosure. This material is based, in part, upon work supported by the National Science Foundation under Grant Number 1612090. Any opinions, findings, and conclusions or recommendations…
College Success Means More than Just Grades Researchers asked students “how do you define success as a college student?” Their answers suggest students seek accomplishment both inside and outside the classroom. Source: Accardo, A. L. (2017). College-bound young adults with ASD: Self-reported factors promoting and inhibiting success. DADD Online Journal: Research to Practice, 4(1), 36-46. This material is…
Mentoring can be more than academic. Typical accommodations for students with autism in higher education focus on academic issues. But students with autism might also benefit from mentors focused on social and emotional needs. Such guidance would be especially important for students just beginning their college experience. This material is based, in part, upon work…
Why don’t accommodations always work? Formal accommodations may not adequately support students’ academic needs. One reason for this deficiency is that student accommodations are not always fulfilled by teachers, which can be very challenging for students. Students reported various challenges with their accommodations: Professors do not always understand why accommodations are necessary, or exactly how…
Accommodations and Support in Higher Education: Insights from the Autism Community Formal accommodations may not adequately support students’ academic needs. One reason for this deficiency is that teachers do not always fulfill student accommodations, which can be very challenging for students. Students reported various challenges with their accommodations: Professors do not always understand why accommodations are…
Family Matters… To Continuous Employment and Education! “There were no significant associations between group and any of the individual factors (i.e., IQ, adaptive behavior, autism severity, behavior problems, and stress reactivity). In terms of family factors, relative to parents of youth without a disruption, parents of those who experienced a vocational/PSE disruption had higher depressive…
Half of the youth with autism did not experience any disruption in education or employment after high school. Out of a group of 36 young individuals, all of whom have Autism Spectrum Disorder (ASD)… 10 people remained in the same activity since high school. 8 people experienced upward mobility (either “becoming employed while maintaining enrollment…
We all fall down, but we get up again! In Taylor and DaWalt’s recent study, about half of the participants experienced some “disruption,” like being fired, or leaving a post-secondary education program. Out of those 8 participants who experienced some sort of disruption in their employment or education, 7 found another opportunity by the end…
Beyond the Label of Autism Spectrum Disorder All of the 618 students participating… Autism Spectrum Disorder (ASD) describes a set of behaviors associated with specific differences in how one’s brain perceives and processes environmental input. It is a “spectrum condition” that affects individuals differently and to varying degrees.Links to related resources: Measuring autistic traits in…
