Supports and Resources Valued by Autistic Students Enrolled in Postsecondary Education

Abstract

Abstract

Background:

Autistic students may seek out additional supports to successfully complete their postsecondary education. While all institutions of higher education in the United States offer disability-related supports, some schools provide targeted services specifically designed to meet the needs of autistic students.

Methods:

This study used qualitative and quantitative methods to identify supports most valued by autistic students seeking a postsecondary degree. We interviewed 12 postsecondary students enrolled in a postsecondary education support program at a single university. We also reviewed student visitation records from the program to identify the nature of supports provided to students during an entire academic year.

Results:

Three primary themes emerged from the data. Students valued Individualized Services, which may include guidance, one-on-one meetings, and advocacy from program staff. A second theme, A Place to Call Home, recognizes the value of a dedicated space where students can complete work, engage socially, and surround themselves with other people who understand autism. In addition, the theme Supports Outside of the Program highlights the importance of services autistic students receive beyond those provided by the autism-specific program.

Conclusions:

Students enrolled in postsecondary education value supports offered by a program designed for autistic students and supports offered through disability services. Professionals interested in developing programs to support these academic endeavors should focus on the delivery of supports tailored to the unique needs of individual students. In addition, offering a physical location that offers an autism-friendly environment is an important feature of a support program for autistic students.

Lay summary

Why was this study done?

Autistic students may struggle to be successful in the traditional structure of higher education in the United States. As a result, they are not afforded the benefits associated with completion of a college or university degree. To address this, some institutions of higher education are developing programs to support the success of autistic students.

What was the purpose of this study?

The purpose of this study was to better understand the kinds of supports (academic or otherwise) valued by autistic students enrolled in higher education. This information can help guide the development of programs and other support mechanisms for autistic students. Programs with limited funding can use these findings to identify critical components of a program to support autistic students.

What did the researchers do?

The researchers collected data from two sources. Twelve autistic students who were enrolled in an undergraduate program at a midsized university in the United Sates were interviewed to better understand the kinds of supports they value. In addition, program records describing that nature of supports accessed by autistic students in the program were analyzed.

What were the results of the study?

Three primary themes emerged from the study.

1. 1.

   Individualized Services: Students appreciated supports that were tailored to their individual needs. These include individualized guidance, personalize planning meetings, and advocacy support to navigate needs and concerns.

2. 2.

   A Place to Call Home: Students had access to an office that was occupied by the program. This provided students with a comfortable workspace, opportunities for social engagement, and the comfort of being surrounded by others who understand autistic culture.

3. 3.

   Supports Outside of the Program: In addition to supports specific to the program for autistic students, students valued other supports at the university. These include accommodations from disability supports and tutoring through TRIO, a federally funded program to support students from disadvantaged backgrounds.

What are potential weaknesses in the study?

When considering the findings, it is important to remember that the results represent the perspectives of students at one single university. Other groups of students in different environments may value other kinds of supports, including some not known to the students in this study.

How will these findings help autistic adults now or in the future?

Autistic adults should be aware that some colleges and universities offer supports specifically designed to aid in degree completion for autistic students. When considering enrollment in a specific college or university, students should ask about the availability of these supports. Although every institution of higher education will offer disability services, these may not be the kinds of supports that autistic students need to be successful. For autistic students considering college an option, these findings may be useful in identifying the types of supports they want to explore (whether through a program or on their own). The findings can also be helpful to college and universities looking to develop programs for autistic students.