Sage Journals: Discover world-class research

Abstract

Over the past decade, universities have seen an increase in autistic student enrollment; however, many of these universities are not supporting autistic students to have a quality college experience. Although more autistic young adults are pursuing college, many do not persist to graduation due to a lack of individualized accommodations, siloed provision of support from universities, and overall hesitancy among faculty, staff, and administration to include autistic students in all campus spaces. In addition, autistic students struggle to build self-advocacy, self-determination, and functional life skills upon transition from high school. This Perspectives article was written by a team of inclusive postsecondary education professionals who have seen firsthand the challenges that autistic students experience in college. These authors advocate for increased coordination and collaboration among university units to promote greater inclusion and targeted support for autistic students on their campuses. These recommendations include employing a student-centered approach to understanding and supporting autistic students, training faculty on autism and Universal Design Learning practices, and intentionally embedding opportunities for autistic students to enhance their social–emotional learning and on-campus relationships. Our direct experiences in trialing these systems of support have cultivated more accepting and positive environments for autistic students. Neurodivergent students deserve the same access and opportunity to seek higher education as their neurotypical peers. This article presents actionable steps for how this can happen on college campuses.

Community Brief

Why is this topic important?

More autistic young adults are pursuing postsecondary education at colleges and universities across the U.S. than ever before. It is imperative that campuses, faculty, and staff equip themselves with proper supports and resources to offer neurodivergent students a quality postsecondary experience.

What is the purpose of this article?

This article recommends coordinated university approaches across academic units to give autistic students greater opportunities to succeed in college.

What personal or professional perspectives do the authors bring to this topic?

The authors direct two inclusive postsecondary education (IPSE) initiatives at two universities affiliated with the Pennsylvania Inclusive Higher Education Consortium. These IPSE initiatives provide a full range of academic, social, and residential support to autistic students as they pursue certificates or bachelor’s degrees. Collectively, the authors possess a combined background of over 40 years of experience as either practicing occupational therapists or educators. Their backgrounds supporting individuals with intellectual and developmental disabilities have been honed in state organizations, not-for-profit agencies and clinical settings, and U.S. university systems. The authors also have personal experiences supporting individuals with autism as family members who have observed challenges in educational systems firsthand.

What is already known about this topic?

Previous studies have found that while more autistic individuals are pursuing college, many universities do not have appropriate and coordinated resources or best practices to support these students and their specific needs.

What do the authors recommend?

The authors recommend the following campus-wide initiatives in support of autistic students attending institutions of higher education: •

First, the authors recommend that institutions of higher education implement student-centered planning to hold space for autistic students and identify individualized supports and accommodations needed for a successful college experience.

•

Second, the authors recommend that faculty work to foster inclusive practices on campus by engaging in autism and Universal Design Learning (UDL) training so that they can be responsive to students’ accommodations and provide full access to academic learning.

•

Lastly, the authors recommend that colleges and universities embed social–emotional learning supports and opportunities for autistic students to build healthy relationships and social capital on their campuses.

How will these recommendations help neurodivergent people now and in the future?

With this Perspectives Paper, the authors hope to reach university faculty, staff, and administrators and inspire them to divert necessary funding and resources to foster more coordinated support for autistic students. This enhanced university-level coordination can create a more supportive and inclusive postsecondary experience for autistic students that should lead to greater retention and degree completion of this population.

Introduction

For many students, obtaining postsecondary education is an exciting opportunity following high school graduation. Autistic students are attending college at higher rates; however, they experience low persistence to graduation due to difficulties in transition from high school to college and a lack of college supports.¹ In order to promote equal access to postsecondary education, colleges must intentionally increase support and opportunities available to autistic students upon enrollment.

The prevalence of autism in children continues to increase with 1 in 36 children being diagnosed in 2020 compared to 1 in 44 children in 2018.² Data from the 2015 National Autism Indicators Report found that 36% of autistic individuals would attend college during their lifetime.³ These data translate to autistic enrollments increasing in U.S. colleges from 1.2% in 2019 to 2.3% in 2023.^4,5 The true enrollment of autistic students is likely higher as less than half disclose their diagnosis to college personnel; in fact, 75% report rarely disclosing their diagnosis at all.⁶ Research has suggested that autistic students report fearing negative stereotypes associated with disclosing or being uncertain with how or when to disclose their disability.^7–9 Autistic students can experience bias, micro/macroaggressions, or ableism because members of their campus do not have adequate understanding of their disability. They may also observe a lack of autistic representation in university employees or find these individuals mask as a result of campus culture.

U.S. policy and funding streams (e.g., federal financial aid, Comprehensive Transition Programs [CTP], Medicaid Home and Community-Based Services Waivers, Vocational Rehabilitation) have enabled greater opportunities for autistic students to be able to attend and pay for college.^10–12 While more autistic students are enrolling in college, the completion rate for these students remains lower than nonautistic peers. Only 38.8% of autistic students persist to degree completion in comparison to 40.7% of peers with disabilities and 52.4% of peers without disabilities.¹³ Data also demonstrate that autistic students delay enrollment in higher education as 47% begin within 6 years of graduating high school, yet only 35% earn degrees in a similar timeframe.¹⁴ While seminal research by Astin and Tinto^15,16 note persistence and belonging as key graduation indicators, there is limited scholarship to understand indicators for autistic collegians.

Currently, there are three pathways for autistic students to access higher education in the United States. The first is traditional admissions in degree-seeking programs. The second is through inclusive postsecondary education (IPSE) programs developed through the Higher Education Opportunity Act of 2008 (HEOA) and subsequent Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) grants. IPSE programs support students with disabilities—students with autism spectrum disorders and intellectual and developmental disabilities—to engage in academic coursework, internships, and community activities with nondisabled peers, in pursuit of degrees or nondegree certificates at 343 colleges and universities in the U.S.^17,18 Although TPSID grants focus on students with intellectual disability, recent data confirm that 26% of TPSID programs host students with dual intellectual disability and autism diagnoses and 6% report being autistic without other diagnosis.¹⁹ A third pathway to higher education is through Autism-Specific College Support Programs (ASPs), focusing specifically on degree-seeking autistic students. While there were 74 programs situated at 2- and 4-year institutions during the 2017–2018 academic year, 21 states still did not offer any level of autism-focused IPSE or ASP programming in 2021.²⁰ Public institutions are more than twice as likely to host ASPs than their private counterparts.

Regardless of how autistic students are accessing higher education, universities have a responsibility to support the diverse needs of these students to improve retention and graduation rates. We write from the vantage point of overseeing U.S. IPSE programs that support students with intellectual and developmental disabilities, with several of our students identifying as autistic, and issue a call to action to our colleagues in higher education to reconsider how we support autistic students. While not all universities have IPSE/ASP options, universities can utilize preexisting infrastructure and intentional collaboration among departments to support autistic students.²¹

Summary of Current Literature

This Perspectives Paper summarizes literature from the last 10 years on autistic students’ postsecondary experiences and university best practices in the United States. With the passage of the HEOA in 2008,²² development of the College Autism Network in 2014,²³ and an increase in the number of IPSE/ASP programs over the last decade, a growing body of literature has begun to shed light on the postsecondary experiences and unmet support needs of autistic college students. While many scoping and systematic reviews referenced below include international studies, the focus of this paper is on autistic students in U.S. postsecondary settings. Therefore, the literature summarized below highlights themes applicable to the United States, which may not generalize to international contexts.

Recent systematic and scoping reviews on the autistic student experience note significant challenges experienced by autistic students during transition to college, inconsistencies in the level of support provided on university campuses, and suggestions that may help close social and educational disparity gaps for them.^24–33 However, there is a dearth of evidence-based literature on tangible outcomes associated with the best practices proposed in these articles.

Skill development

Several reviews focused on the skills autistic postsecondary students (or parents, caregivers, or support staff) identified as necessary for successful transition to college.^28,30,33 Studies conducted by Davidson et al.,³⁴ McLeod et al.,³⁵ and Wischnewsky³³ all found that autistic students have difficulty developing executive functioning, self-regulation, self-determination, and self-advocacy skills during transition to and during college. It is imperative to build a solid foundation of these skills prior to going to college, ideally in high school or summer transition programs, since autistic students’ executive functioning, emotional, and behavioral needs are not protected or supported by the Americans with Disabilities Act or Section 504 of the Rehabilitation Act once they get to college.^33,36 A lack of support in developing these skills can affect how students engage socially, manage their time, and complete academic and nonacademic tasks.

University best practices

White et al.³⁷ assert that necessary first steps to universities supporting and embracing neurodivergent students are institutional support and changing campus attitudes toward autistic students. While this change can be gradual, the quality of interactions between neurotypical and neurodivergent faculty, staff, and students is one of the largest predictors of campus-wide attitudinal change and can decrease neurodivergent students’ fear of stigmatization, especially related to disclosure of their diagnosis.^37,38

Autistic representation on university-level decision-making organizations (e.g., Faculty Senate, student organizations) can also lead to positive interactions between neurotypical and neurodivergent campus stakeholders, and the needs of autistic students considered and infused into university systems.³⁹ Training the campus community on autism and neurodivergent student needs has had variable effects on stakeholder knowledge and attitudes toward this student population; however, one element that’s widely recognized as effective is involving neurodivergent students/faculty/staff as codevelopers and facilitators of trainings.^39–41 More research is needed on influencers of attitudinal change toward autistic students in university settings.

Two recent scoping reviews highlighted the best practices for supporting autistic students in postsecondary settings in the United States, United Kingdom, Australia, and Canada, with the majority of articles coming from the United States.^31,32 Academic accommodations were most frequently cited as a valuable campus support followed by social and emotional support. Supports in the following areas were deemed highly valuable to neurodivergent students; however, they were rarely researched and represent a potential gap in university supports: sensory accommodations, communication/self-advocacy, employment, financial management, service navigation, relationship development, and sexual health.

Mentorship and coaching

Peer mentor and faculty relationships are identified in the literature as critical nonacademic and academic supports for autistic students in postsecondary settings.^26,33,42,43 Peer mentors are neurotypical or neurodivergent students matched with an autistic peer on age, academic major, class year, or shared interests/experiences. They provide support in the areas of academic tutoring, functional life skills (e.g., self-advocacy, self-determination, organization, and time management), and social–emotional learning to enhance inclusion on-campus.^31,44,45 Rando et al.⁴⁵ likened peer mentors to “transition coaches” who provide support to autistic peers as they navigate a new college environment. Mentors and mentees meet weekly or biweekly for 1–10 hours a week depending on a student’s individualized needs.³¹ Mentoring supports are typically organized through IPSE/ASP programs and, in rarer cases, via university Disability Services offices.²⁸

Many studies included in Nelson et al.’s³² scoping review on autistic postsecondary supports found that through structured peer mentorship, autistic students’ social–emotional learning improved through the formation of genuine, reciprocal interpersonal connections. Of the nine studies in Duerksen et al.’s²⁶ review, five found that autistic students were more engaged socially and felt a greater sense of belonging on campus as a result of peer mentoring, and three detailed positive academic outcomes including improved GPA, self-efficacy, self-regulation, time management, and organizational strategies. Rando et al.⁴⁵ also found that first-year retention rates increased for autistic students and faculty concerns over support of these students decreased in response to a year-long peer mentorship program. While these findings are promising, most mentorship research is limited in scope by small sample sizes and few studies examine the long-term benefits of mentoring on lifelong reciprocal friendships, social capital, and mental health outcomes for autistic students.^26,46

Faculty are an equally important source of support for autistic students as they facilitate student access and engagement in academic courses, provide career mentorship, and gauge a student’s adjustment to college. Faculty attitudes toward inclusion and commitment to fostering inclusion are established predictors of successful inclusive education initiatives.^17,47 Research also suggests that underrepresented and minority students who have positive faculty mentors are more likely to graduate.^48,49 Across multiple studies, however, faculty expressed a hesitancy and lack of preparedness to support the unique needs of autistic students.^43,50

While little research has examined faculty mentoring of autistic students, universal design for learning (UDL) or universal design for instruction (UDI) has been identified as an effective in-class support for students with disabilities.^43,51,52 UDL is a framework that encourages faculty and students to engage in multiple, varied methods of participation and expression (i.e., visual, auditory, kinesthetic, and narrative) throughout a course to promote learning that is more inclusive and accessible. UDL aims to create an equitable educational playing field for students with disabilities and has demonstrated benefits for all students⁵³; however, as high as 55% of university faculty reported a lack of understanding of how to utilize UDL in their classrooms and course design.^54–56

Current literature on autism and postsecondary settings is largely focused on the individual skills and services (e.g., Disability Services, Peer Mentors) that autistic students need to be successful in college, while little attention is paid to a university’s responsibility to support a student’s persistence to graduation, nor their quality of life on campus. Institutions of higher education may argue that by offering general campus/disability services, they have fulfilled their obligation to students; however, as profiles of collegians become more complex (i.e., multiple intersectional and minoritized identities), institutions must expand and adapt to changing populations. Furthermore, universities must work to reduce campus silos by aligning academic and cocurricular supports to ensure students receive resources they require. To date, few articles propose a coordinated effort on behalf of universities to better support autistic students in postsecondary education.^57,58

A Call to Action

It is our position that campuses must intentionally implement coordinated efforts to support autistic students. The idea of a specific campus unit supporting underrepresented students is not novel³⁹ as many universities already offer support for students who identify as veterans, first generation, international, members of the LGTBQIA+ community, and a person of color or with a disability; however, these intentional supports are often lacking for autistic students.⁵⁹

We recommend that, if not already established, a campus unit be created to support autistic students by leveraging and coordinating with existing campus resources (e.g., disability services, academic advisement, counseling, residence life) to reduce administrative barriers that arise during autistic students’ college experiences. Additionally, as autistic students transition to college, there must be greater transparency in distinctions between K-12 and higher educational systems so that students and their families understand what resources are available.³³ Colleges must educate prospective students not only on the difference in accommodations available to them but also on the rigorous level of documentation required to receive accommodative support in college.

Our team asserts that it is imperative campuses create systems that infuse neurodiversity-affirming approaches, and strategies that promote acceptance of neurodivergence as opposed to valuing neurotypicality, in support of an autistic student’s higher education experience.^60,61 This article proposes that coordinated efforts at the university level become the best practice for autistic students in higher education in order to promote authentic and inclusive college experiences for this growing student population. Table 1 presents the on-campus units we recommend autistic students and IPSE/ASP programs interface with regularly to enhance students’ experiences, and the facilitators and barriers students may experience as they navigate these campus supports.

Table 1.

Facilitators and Barriers to Accessing University Supports for Autistic Students

University office	Facilitator(s)	Barrier(s)
Disability/accessibility services	● Empower students to disclose their disability and increase campus autism awareness⁶² ● Act as a liaison to campus units who support accessibility ● Sponsor campus disability advocacy group or create opportunities to meet other neurodivergent students^62,63 ● Autistic students attribute successful college completion to positive relationships with Disability Services staff⁶⁴	● Units may have high caseloads causing access challenges for autistic students⁶² ● Offices may not have capacity to offer additional resources (e.g., academic coaching, peer mentor support) for autistic students ● Staff may lack training to support autistic students⁶² ● Accommodations are often standardized and lack individualized supports^62,65
Title IX/student conduct	● May develop plain language educational guides and student policies/handbooks ● Preventatively support students in decision-making and social interaction cues⁶⁶ ● Encourage restorative justice processes for students who may have campus incidents⁶⁷ ● May implement/coimplement Elevatus Sexuality Educator training for the campus⁶⁸	● Many universities still do not offer plain language policies (e.g., student handbooks, Codes of Conduct, Title IX and other administrative policies) ● Title IX and Student Conduct proceedings may not consider communication and/or neurotype differences during interviews, hearings and deliberation processes ● Commonly used Title IX trainings may use content that is difficult for autistic students to understand (e.g., the Tea Consent video)⁶⁹
Career services/development	● National Association of Colleges and Employers and National Career Development Association standards mandate career counselors to serve all student users^70,71 ● Support autistic students in seeking information about jobs, internships and direct communication with employers⁷² ● Focused career sessions for autistic students on interview/soft skill development, career matching based on their strengths and interests, and barriers to career search⁷³ ● Encourage autistic students to attend on- and off-campus career fairs and use the Handshake platform and “The Big Interview” resources^74,75	● Autistic students may not actively seek out career services for help with securing employment opportunities^72,76 ● Autistic students may require alternative career evaluations due to the way they process information⁷³ ● Career counselors must tailor their support for autistic students in light of research that demonstrates that autistic individuals are frequently hired into entry-level jobs lower than their credentials, receive lower wages and have difficulty maintaining jobs^73,77–85
Campus police	● Serve as resources for autistic students when addressing crisis or other safety concerns ● Connect autistic students to campus educational programming and training opportunities (e.g., safety, alcohol and other drugs, first aid/CPR, NARCAN, Stop the Bleed, and self-defense)	● Campus police officers may not be formally trained in autism-specific intervention and de-escalation strategies^86–88 ● Campus police units may still use punitive versus developmental models when engaging students
Student involvement and campus activities/recreation and intramurals	● Campus involvement predicts student retention and degree completion for all undergraduate students^15,16 ● Autistic students’ transition to college are positively or negatively impacted by social relationships developed on campus⁸⁹ ● Autistic students positively identify connecting to peers with similar interests through clubs and campus activities^90,91 ● Recreational activities are pathways to inclusion for people with disabilities⁹²	● College students with IDD (including students with ASD) have not been involved in all forms of campus recreation⁹² ● Autistic students may have visual, auditory or olfactory stimuli triggers that are not often considered in the planning of campus programming and activities^93,94 ● Accessibility for club sports, recreation and intramural programs can prove problematic for autistic students who have sensory concerns⁹² ● Peer mentors may not be utilized by Student Involvement units ● Recreation staff often lack skills and training to include individuals with varying abilities^92,95
Residence life/university housing	● Campus housing professionals assist in holistic development of students with and without disabilities at a deeper level than other campus units⁹⁶ ● On-campus housing offers opportunities for personal skill development in independence, social engagement, and activities of daily life⁹⁷ ● On-campus housing experiences connect students to peers, academic success, personal growth and degree persistence^97–101 ● Autistic students can serve as collaborators (e.g., Resident Assistants) in housing models as well as with programming^97,102	● Student satisfaction can be impacted by housing environment¹⁰³ ● On-campus housing was designed without consideration of neurotype and may cause stress or other challenges for autistic or other marginalized students^97,104–106 ● Campus housing staff often lack knowledge (or training) about neurodiversity, inclusive language, accommodations, or legal requirements^107,108 ● Autistic students may become overwhelmed around peers, but find living without roommates isolating if they choose a single housing arrangement^28,109,110
Financial aid	● Financial Aid staff can assist autistic students in accessing available funding sources to help pay for college (e.g., federal financial aid, Autism Waiver or Home and Community-Based Services Waiver funds, Office of Vocational Rehabilitation funds, 529 plans)	● Differing enrollment statuses (e.g., full-time, part-time, credit vs. noncredit bearing) can impede access to Waiver funds, federal financial aid, etc. ● Financial Aid staff must be aware of the multitude of funding sources that autistic students are eligible for ● University Satisfactory Academic Progress (SAP) policies may not consider neurotype difference in assignment of specific GPA/QPA requirements

We highlight the following three recommendations based on literature that establishes faculty, staff and peer attitudes and relationships as positive predictors of student inclusion, belonging and retention on college campuses and our personal experiences as IPSE directors.^15,16,37,38 While individualized accommodations are expressed as a desired support among autistic students in the literature,³² they are still emerging as a best practice area in IPSE settings; however, we have seen early success brokering these accommodations with Disability/Accessibility services and faculty on our respective campuses. Our recommendations are detailed below and summarized in Table 2.

Table 2.

Summary of Author Recommendations

Recommendations
Recommendation 1—Establish person-centered planning that includes individualized accommodations ● Support students in person-centered planning and using goal-setting tools while at college ● Shift toward individualized accommodations driven by student need
Recommendation 2—Engage faculty as partners in inclusive best practices ● Provide faculty with autism awareness and Universal Design for Learning (UDL) training ● Encourage faculty to incorporate UDL principles within the classroom ● Establish faculty mentors for autistic students
Recommendation 3—Embed opportunities and support for social–emotional learning and relationship building ● Increase accessibility of campus events ● Establish self-advocacy groups ● Utilize peer mentors who are matched to an autistic student’s interests and needs

Recommendation 1: Establish Person-Centered Planning that Includes Individualized Accommodations

Colleges must actively implement person-centered planning (PCP) for autistic students to ensure that a wide range of their needs are met. Rising collegians (admitted students who have not yet begun college) with IEPs should already be familiar with these plans as some variation of them is used during Individuals with Disabilities Education Act (IDEA)-required transition planning.^111,112 Unfortunately, many college students may struggle to demonstrate autonomy (i.e., ownership) over their educational outcomes in postsecondary education as they relied heavily on teachers and/or family members in previous settings.^112–115 Through the incorporation of PCP, autistic students will be supported in advocating for individualized accommodations, accessing campus supports, and identifying experiences related to their college and career goals.

PCP and goal setting

Recent college admissions processes have shifted toward student-centric artifacts (e.g., video prompts and essays) to identify prospective students’ compatibility with academic programs, institutional fit, and campus culture. These artifacts can also inform campus stakeholders of potential needs of incoming students and trigger referrals to campus resources. In similar ways, PCP is a process regularly used with individuals with disabilities and their support networks to identify their goals in areas such as education, healthcare, employment, housing, relationship, and skill building.¹¹⁶ Formal PCP and goal setting tools such as Planning Alternative Tomorrows with Hope, Charting the LifeCourse, or the Foundational Skills for College and Career Learning Plan^117–119 give students the central voice in the process and enable them to express their strengths, interests, goals, and support needs to inform accommodations more effectively than IEPs or other academic documentation. Well-executed plans can be titrated down to one-page profiles which a student can use in conversations with faculty and staff who support them on campus.

Individualized accommodations

PCP is far preferable to the generalized accommodations regularly offered to students with disabilities such as extended time on examinations/assignments, noise-free testing environments, or advanced provision of faculty notes/lectures.^28,120,121 Universities must shift toward individualized accommodations driven by the needs of the student as these impact autistic students in areas such as time management, study skills, social anxiety, sensory sensitivity, and executive function.^26,28,57 A campus will not authentically support neurodivergent students if there is not implicit recognition that autism is a natural neurological variant, and students should not be pathologized.¹²⁰

There should be no reason why an institution is unable to fulfill accommodation requests, presuming they are not financially prohibitive or deemed unreasonable or extraordinary. This is achieved by first recognizing that accommodations that involve cognitive, sensory, social, and regulatory domains¹²² can be developed and remain in compliance with legal standards. Moving a classroom location, for example, to accommodate sensorial needs (e.g., lighting, climate control) illustrates a reasonable accommodation. Requesting alternative housing with kitchen options on campus’ where these may not already exist, to avoid sensory issues in a dining hall may conversely be deemed unreasonable.¹²¹ Universities should proactively assist students to identify alternative supports that exist beyond campus (e.g., provider agency support, Waiver funds, Vocational Rehabilitation resources, etc.) if/when an accommodation is declined.

In the years we have overseen programs, we cannot underscore the importance of autistic students advocating for individualized accommodations which not only support their academic success but can be utilized later for success in the workforce, community, or personal lives. It is noteworthy that, while scholarship on autistic students and academic accommodations has increased over the past decade, literature on accommodating students in nonacademic domains remains limited.

Recommendation 2: Engage Faculty as Partners in Inclusive Best Practices by Providing Autism and UDL Training

With significant increases in the number of autistic students pursuing college degrees,^123,124 faculty are key partners in ensuring students feel welcome, included and engaged in academic courses of study. Faculty willingness to teach and mentor autistic students is directly related to their understanding of autism and prior experiences with autistic people.^43,125

Faculty training

Fostering faculty buy-in as partners in inclusion is vital to the success of inclusivity at a university. This can occur through faculty training in autism, PCP, and UDL/UDI principles, and can be coordinated by university Centers for Teaching and Learning via asynchronous or synchronous online courses, or in-person workshops. In Waisman et al.’s¹²⁶ study, faculty who engaged in only two asynchronous training modules (codesigned by autistic and neurotypical people) on autism and UDL held significantly lower stigma toward autistic students; 87% of these faculty reported using UDL in their teaching. Faculty who maintain professional licensure (e.g., education, special education, health sciences) and/or are seeking tenure and promotion are further incentivized to seek continuing education units and microcredentials in UDL/UDI and infuse it into their teaching practices.

Incorporating universal design for learning

Centers for Teaching and Learning offer one-to-one support for faculty in course design, assignment and rubric development, and innovative teaching strategies. IPSE/ASP program staff and Offices of Disability Services can work with autistic students and faculty to identify course/assignment adaptations in line with reasonable accommodations. Faculty can infuse UDL/UDI creatively by providing daily schedules of class activities; giving students flexibility to choose individual versus group work and different assignment formats, (e.g., video/presentation in place of writing assignments); incorporating photographs/video rather than textual information; and using a scaffolding approach to course content and assignments or flipped classrooms.^53,125,127 For example, faculty affiliated with our IPSE programs have opted for a “Choose Your Own Adventure” learning format in their courses. This allows students to choose a variety of methods that are best suited to them to demonstrate their learning; the only caveat is that to earn a passing grade, students must choose a combination of assignments to reach a predetermined point threshold. Faculty who regularly use UDL techniques note increased learning outcomes for students with and without disabilities; this is more important as universities grapple with low student engagement and academic performance following the COVID-19 pandemic.^128–131 Faculty on our campuses who have used a UDL/UDI lens to redesign their courses report that this process has made them better teachers. Neurotypical students also expressed that they valued having autistic students in their courses, and this daily interaction fostered greater openness toward inclusion.¹⁷

Establish faculty mentors

Faculty can play a pivotal role in recruiting autistic students to university campuses and providing advice and mentorship once they arrive. In Accardo et al.’s¹³² study on desired campus supports and services, 91% of autistic students requested academic coaching and 48% expressed the desire to have an experienced faculty mentor. Faculty mentors can foster skill building in academic/study skills, planning and organization, time management, professional skills, and career development (e.g., resume development, networking with future internships/employers).¹³³ Mentoring relationships between faculty and autistic students can occur organically based on individual interests. However, many of the IPSE programs affiliated with Pennsylvania’s Inclusive Higher Education Consortium¹³⁴ have implemented an intentional faculty/staff advisement model (in addition to students’ academic advisors) in which faculty or staff are paired with autistic mentee(s). These faculty–student pairs meet weekly so students can share their successes, express their needs, and link with appropriate on-campus resources, as needed.

Recommendation 3: Campuses Should Embed Opportunities and Support for Social–Emotional Learning and Relationship Building

Attending college provides all students with an opportunity to further develop their social–emotional capabilities and fill valued social roles such as friend, classmate, partner, roommate, and coworker. Autistic students often feel unprepared to meet these social expectations as they transition into the complex context of a university.¹³⁵ In addition, most autistic students experience significant social and emotional challenges when transitioning to college, have lower quality relationships on campus compared to nonautistic peers, and report that, despite receiving academic accommodations, they lacked social–emotional and functional life skills support.^35,136,137 Universities must incorporate supports and opportunities for autistic students to develop similarity and regularity with peers by creating opportunities such as common hours, informal gatherings or structured “meetups.”¹³⁸

Increase accessibility of campus events

Universities offer numerous social opportunities, including clubs, student organizations, and campus events, that allow students to form meaningful relationships and a sense of belonging within the campus community. For autistic students, many of these events are not accessible due to the overstimulating sensory environment;¹²⁵ having sensory friendly spaces and events is desired by many autistic students.¹²¹ Universities must analyze sensory environments and accessibility of their campus spaces. Making relatively small changes such as increasing natural lighting, providing sensory aids (i.e., fidgets and headphones), allocating quiet spaces, and providing visual signage can significantly increase a student’s ability to participate in events.¹³⁹ Sensory-friendly spaces should be designed in residence halls, libraries, student unions, recreation centers, dining facilities, and programming spaces. Additionally, universities should consult autistic students/staff when designing and implementing these changes to meet the needs of this population. Having equal access to campus events and spaces will provide autistic students with increased opportunities to develop social connections with their peers.

Establish self-advocacy groups

Neurodiverse self-advocacy groups provide autistic students with the opportunity to connect with peers in a welcoming environment; however, these groups are not present on many university campuses. We recommend that campuses support autistic-led advocacy groups by encouraging students to come together on a regular basis. In this semistructured setting, students can meet other neurodivergent peers, find common interests, share strategies for success at college, and collaboratively advocate for increased accessibility on campus. Members of self-advocacy groups can increase their social capital while connecting with peers living a similar college experience.

Utilize peer mentors

Peer mentorship is another support that can be used to enhance relationship building for autistic students. Peer mentors provide direct instruction and guidance and model a variety of social–emotional skills within the natural context of the university. We recommend that peer mentorship occur within preexisting academic/social events or campus groups to promote full inclusion of autistic students. This may take the form of a student and their peer mentor attending a club together, during which the mentor would support the student to navigate the social landscape of a college organization. This model of peer mentorship increases autistic students’ social engagement and participation in social events on campus.^31,140 In addition, several mentor–mentee relationships within our programs have evolved into reciprocal friendships that last beyond the students’ time at college. To improve the mentorship model, universities should begin to employ more autistic peer mentors. Despite a gap in the literature, based on our experience employing neurodivergent peer mentors, these mentors can draw upon their own experiences with accessing supports and building relationships within the university structure to support their mentee and create a safe environment for social–emotional learning.

Conclusion

The rise in autistic students seeking postsecondary education is positive on multiple levels. Students obtain higher education credentials in line with their interests, which promotes self-efficacy, self-determination, personal fulfillment, and closes educational, employment, and socioeconomic gaps for this population. Neurotypical peers and university faculty, staff and administration reciprocally benefit by expanding their understanding of autism and openness to inclusion in higher education spaces. Faculty and staff who embrace UDL in response to neurodivergent students improve outcomes for all students and become more creative and responsive professionals in the process. Siloed university systems that are not prepared to support the unique needs of autistic students can do these students harm rather than bolstering them educationally, emotionally, and socially.

This paper is a call to universities to design more coordinated systems of support for autistic students by engaging multiple campus stakeholders and resources. Universities must also expand future research efforts to monitor: (a) census data and the rate of autistic students seeking postsecondary education; (b) campus attitudes (and predictors of attitudes) toward neurodivergent students; and (3) outcomes of neurodiversity-affirming initiatives (e.g., peer/faculty mentoring and UDL) to bolster advocacy efforts with university administration and outside funders. Coordinated university efforts individualized to autistic students’ needs can serve as the foundation for a positive college experience and, in turn, a meaningful and fulfilling life.

Footnotes

Acknowledgment

The authors wish to acknowledge and thank Emma Tierney, Occupational Therapy Student and Research Assistant, for her thorough review and editing of this article.

Authors’ Contributions

This was a strong writing team, with the first three authors sharing near equal contribution for the conceptual idea and writing of this article. The authors divided writing sections of this paper as designated below: M.G.B. proposed writing this Special Issue Perspectives Papers to the team based on their collective experiences and research in postsecondary education for autistic students and students with IDD. She was responsible for the original conception of the idea for this article and did most of the literature review. M.G.B. wrote the Abstract, Summary of Current Literature, Recommendation 2, Conclusion, as well as reformatted the References. She also thoroughly edited the article and organized the Responses to Reviewer Feedback table. A.M.P.C. was also part of the original conception of the idea for this article. As a higher education administrator for the last 20 years, she has seen the impact that on-campus silos have on students, especially students with disabilities. She cowrote the Introduction with M.K. (3^rd author), wrote the Call-to-Action section, and Recommendation 1. She also contributed thorough edits to the article. Upon revision, she also took the lead on our new Table 1. M.K. cowrote the Introduction of the article and streamlined it based on reviewer feedback with A.M.P.C. (2^nd author). She wrote Recommendation 3 and developed based on reviewer feedback. She also copyedited portions of the article. C.S. was a doctoral student at the time of initial conception of the idea for this article and provided research support through a thorough literature review. She wrote the Community Brief and contributed ideas to the Introduction. The authors wish to acknowledge and thank Emma Tierney, occupational therapy student and Research Assistant, for her input on this article and support in editing APA 7th citations to AMA formatting.

Author Disclosure Statement

The authors have no financial or personal interests to disclose.

Funding Information

No funding was received for this article.

References

Shattuck

, Narendorf

, Cooper

, Sterzing

, Wagner

, Taylor

. Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics. 2012; 129(6):1042–1049; doi: 10.1542/peds.2011-2864

Maenner

, Warren

, Williams

, et al. Prevalence and characteristics of autism spectrum disorder among children aged 8 years—Autism and developmental disabilities monitoring network, 11 sites, United States, 2020. MMWR Surveill Summ., 2023; 72(2):1–14; doi: 10.15585/mmwr.ss7202a1

Roux

, Shattuck

, Rast

, Rava

, Anderson

. National Autism Indicators Report: Transition into Young Adulthood. A. J. Drexel Autism Institute, Drexel University; 2015. Available from: https://drexel.edu/∼/media/Files/autismoutcomes/publications/National%20Autism%20Indicators%20Report%20-%20July%202015.ashx

American College Health Association. American College Health Association-National College Health Assessment III: Reference Group Executive Summary Fall 2019. 2020. Available from: https://www.acha.org/wp-content/uploads/2024/07/NCHA-III_FALL_2019_REFERENCE_GROUP_EXECUTIVE_SUMMARY.pdf

American College Health Association. American College Health Association-National College Health Assessment III: Reference Group Executive Summary Spring 2023. 2023. Available from: https://www.acha.org/wp-content/uploads/2024/07/NCHA-III_SPRING_2023_REFERENCE_GROUP_EXECUTIVE_SUMMARY.pdf

Frost

, Bailey

, Ingersoll

. “I just want them to see me as…me”: Identity, community, and disclosure practices among college students on the autism spectrum. Autism Adulthood. 2019; 1(4):268–275; doi: 10.1089/aut.2018.0057

Cox

, Thompson

, Anderson

, et al. College experiences for students with autism spectrum disorder: Personal identity, public disclosure, and institutional support. J College Stud Dev. 2017; 58(1):71–87; doi: 10.1353/csd.2017.0004

MacLeod

, Allan

, Lewis

, Robertson

. “Here I come again”: the cost of success for higher education students diagnosed with autism. Int J Inclusive Educ. 2018; 22(6):683–697; doi: 10.1080/13603116.2017.1396502

Wood

, Freeth

. Students’ stereotypes of autism. JEI. 2016; 2(2):131; doi: 10.5296/jei.v2i2.9975

10.

Parisi

, Landau

. Use of Medicaid Waivers to Support Students with Intellectual Disability in College. Think College Insight Brief, Issue No. 40. Boston, MA: University of Massachusetts Boston, Institute for Community Inclusion; 2019. Available from: https://thinkcollege.net/resource/other-funding-sources-sustainability/use-of-medicaid-waivers-to-support-students-with

11.

Weir

. Paying for college: Exploring funding sources for an inclusive postsecondary education program. Think College Insight Brief, Issue No. 53. Boston, MA: University of Massachusetts Boston, Institute for Community Inclusion; 2022. Available from: https://thinkcollege.net/resource/other-funding-sources/paying-for-college-exploring-funding-sources-for-an-inclusive

12.

US Code of Federal Regulations. Title 34—Education, 34 CFR § 361.1. State Vocational Rehabilitation Services Program. 2019. Available from: https://www.ecfr.gov/current/title-34/subtitle-B/chapter-III/part-361?toc=1

13.

Jackson

SLJ

, Hart

, Volkmar

. Preface: Special issue—College experiences for students with Autism Spectrum Disorder. J Autism Dev Disord. 2018; 48(3):639–642; doi: 10.1007/s10803-018-3463-7

14.

Gobbo

, Shmulsky

. Faculty experience with college students with autism spectrum disorders: A qualitative study of challenges and solutions. Focus Autism Other Dev Disabl. 2014; 29(1):13–22; doi: 10.1177/1088357613504989

15.

Astin

. Student involvement: A developmental theory for higher education. J College Stud Perspectives. 1984; 25(4):297–308. https://www.middlesex.mass.edu/ace/downloads/astininv.pdf

16.

Tinto

. Dropout from higher education: Toward an empirical synthesis of recent research. Rev Educational Res. 1975; 45(1):89–125; doi: 10.2307/1170024

17.

Blaskowitz

, Pustorino-Clevenger

, Licata

, et al. A comparison of student attitudes on inclusive post-secondary education at two Mid-Atlantic universities. J Inclusive Post-Secondary Educ. 2022; 4(1):1–22; doi: 10.13021/jipe.2022.3064

18.

Think College. College Search. 2024. Available from: https://thinkcollege.net/college-search

19.

Grigal

, Hart

, Papay

, Bukaty

, Choiseul-Praslin

, Lazo

. Annual report of the cohort 3 TPSID model demonstration projects (Year 2, 2021-2022). University of Massachusetts Boston, Institute for Community Inclusion. 2023. Available from: https://thinkcollege.net/sites/default/files/files/resources/TCReports_Cohort%203_Year2_R.pdf

20.

Nachman

, McDermott

, Cox

. Brief report: Autism-Specific college support programs: Differences across geography and institutional type. J Autism Dev Disord. 2022; 52(2):863–870; doi: 10.1007/s10803-021-04958-1

21.

Longtin

. Using the college infrastructure to support students on the autism spectrum. J Postsecondary Education Disabil. 2014; 27(1):63–72. https://files.eric.ed.gov/fulltext/EJ1029568.pdf

22.

Higher Education Opportunity Act (HEOA), 20 U.S.C. § 1001. 2008. Available from: https://www.govinfo.gov/content/pkg/PLAW-110publ315/pdf/PLAW-110publ315.pdf

23.

College Autism Network. College Autism Network. Available from: https://collegeautismnetwork.org/

24.

Cox

, Nachman

, Thompson

, Dawson

, Edelstein

, Breeden

. An exploration of actionable insights regarding college students with autism: A review of the literature. Rev Higher Education. 2020; 43(4):935–966; doi: 10.1353/rhe.2020.0026

25.

Davis

, Watts

, López

. A systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education. Res Autism Spectrum Disorders. 2021; 84:101769; doi: 10.1016/j.rasd.2021.101769

26.

Duerksen

, Besney

, Ames

, McMorris

. Supporting autistic adults in postsecondary settings: A systematic review of peer mentorship programs. Autism Adulthood. 2021; 3(1):85–99; doi: 10.1089/aut.2020.0054

27.

Flegenheimer

, Scherf

. College as a developmental context for emerging adulthood in autism: A systematic review of what we know and where we go from here. J Autism Dev Disord. 2022; 52(5):2075–2097; doi: 10.1007/s10803-021-05088-4

28.

Gelbar

, Smith

, Reichow

. Systematic review of articles describing experience and supports of individuals with autism enrolled in college and university programs. J Autism Dev Disord. 2014; 44(10):2593–2601; doi: 10.1007/s10803-014-2135-5

29.

Hadley

, Mapondera

. Students with autism transitioning into higher education: A systematic review of literature. Rev J Autism Dev Disord. 2023:1–7; doi: 10.1007/s40489-023-00413-2

30.

Kuder

, Accardo

. What works for college students with autism spectrum disorder. J Autism Dev Disord. 2018; 48(3):722–731; doi: 10.1007/s10803-017-3434-4

31.

Morris

, Matta

, Fung

. A scoping review of peer mentoring programs for autistic college students. Rev J Autism Dev Disord. 2024; 11(1):21–38; doi: 10.1007/s40489-022-00325-7

32.

Nelson

, Switalsky

, Ciesielski

, et al. A scoping review of supports on college and university campuses for autistic post-secondary students. Front Educ. 2023; 8:1179865; doi: 10.3389/feduc.2023.1179865

33.

Wischnewsky

. Empowering autistic college students: Recommendations based on a review of the literature and existing support programs. J-CASP. 2023; 6(1):10; doi: 10.58997/fa3

34.

Davidson

, Winning

, Hilvert

. Executive functioning and college adjustment in students with and without autistic traits. J Postsecondary Educ Disabil. 2023; 35(4). https://www.semel.ucla.edu/sites/default/files/users/user-293/jped_354.pdf

35.

McLeod

, Meanwell

, Hawbaker

. The experiences of college students on the Autism Spectrum: A comparison to their neurotypical peers. J Autism Dev Disord. 2019; 49(6):2320–2336; doi: 10.1007/s10803-019-03910-8

36.

Hotez

, Shane-Simpson

, Obeid

, et al. Designing a summer transition program for incoming and current college students on the autism spectrum: A participatory approach. Front Psychol. 2018; 9:46; doi: 10.3389/fpsyg.2018.00046

37.

White

, Hillier

, Frye

, Makrez

. College students’ knowledge and attitudes towards students on the Autism Spectrum. J Autism Dev Disord. 2019; 49(7):2699–2705; doi: 10.1007/s10803-016-2818-1

38.

Kim

. College disability service office staff members’ autism attitudes and knowledge. Remedial Special Education. 2022; 43(1):15–26; doi: 10.1177/0741932521999460

39.

Dwyer

, Mineo

, Mifsud

, Lindholm

, Gurba

, Waisman

. Building neurodiversity-inclusive postsecondary campuses: Recommendations for leaders in higher education. Autism Adulthood. 2023; 5(1):1–14; doi: 10.1089/aut.2021.0042

40.

Gillespie-Lynch

, Bisson

, Saade

, et al. If you want to develop an effective autism training, ask autistic students to help you. Autism. 2022; 26(5):1082–1094; doi: 10.13140/RG.2.2.20108.74888

41.

Jenks

, Selman

, Harmens

, et al. Teaching higher education staff to understand and support autistic students: Evaluation of a novel training program. Front Psychiatry. 2023; 14:1264895; doi: 10.3389/fpsyt.2023.1264895

42.

Halverson

, Lowmaster

. Campus-based autism spectrum disorder support programs: Predictors of college students’ intentions to participate. Focus Autism Other Dev Disabl. 2024; 39(2):106–115; doi: 10.1177/10883576231221781

43.

Nachman

. Preparing future faculty to more inclusively teach autistic college students: Examining an inclusive teaching professional development course. Int J Teach Learn Higher Educ. 2022; 33(3):306–318. https://files.eric.ed.gov/fulltext/EJ1366181.pdf

44.

Carter

, Gustafson

, Mackay

, et al. Motivations and expectations of peer mentors within inclusive higher education programs for students with intellectual disability. Career Dev Transition Exceptional Individuals. 2019; 42(3):168–178; doi: 10.1177/2165143418779989

45.

Rando

, Huber

, Oswald

. An academic coaching model intervention for college students on the autism spectrum. J Postsecondary Education Disability. 2016; 29(3):257–262. https://files.eric.ed.gov/fulltext/EJ1123790.pdf

46.

Ness

. Supporting self-regulated learning for college students with asperger syndrome: Exploring the “Strategies for College Learning” model. Mentoring Tutoring: Partnership Learn. 2013; 21(4):356–377; doi: 10.1080/13611267.2013.855865

47.

Russell

, Scriney

, Smyth

. Educator attitudes towards the inclusion of students with autism spectrum disorders in mainstream education: A systematic review. Rev J Autism Dev Disord. 2023; 10(3):477–491; doi: 10.1007/s40489-022-00303-z

48.

Chelberg

, Bosman

. The role of faculty mentoring in improving retention and completion rates for historically underrepresented STEM students. IJHE. 2019; 8(2):39–48; doi: 10.5430/ijhe.v8n2p39

49.

Harris

, Nagle

. Exploring the relationship between faculty mentor engagement and African American STEM persistence. J Afr Am St. 2023; 27(3):215–233; doi: 10.1007/s12111-023-09629-2

50.

Cumming

, Rose

. Exploring universal design for learning as an accessibility tool in higher education: A review of the current literature. Aust Educ Res. 2022; 49(5):1025–1043; doi: 10.1007/s13384-021-00471-7

51.

Harrisson

. Working with faculty toward universally designed instruction: The process of dynamic course design. J Postsecondary Education Disability. 2006; 19(2):152–162. https://eric.ed.gov/?id=EJ844631

52.

Lombardi

, McGuire

, Tarconish

. Promoting inclusive teaching among college faculty: A framework for disability service providers (Practice Brief). J Postsecondary Education Disability. 2018; 31(4):397–413. https://files.eric.ed.gov/fulltext/EJ1214261.pdf

53.

Center for Applied Special Technology (CAST). Universal Design for Learning Guidelines Version 3.0. 2024. Available from: http://udlguidelines.cast.org

54.

Al-Azawei

, Serenelli

, Lundqvist

. Universal design for learning (UDL): A content analysis of peer-reviewed journal papers from 2012 to 2015. JoSoTL. 2016; 16(3):39–56; doi: 10.14434/josotl.v16i3.19295

55.

Hills

, Overend

, Hildebrandt

. Faculty perspectives on UDL: Exploring bridges and barriers for broader adoption in higher education. Canadian Journal for the Scholarship of Teaching and Learning. 2022; 13(1):1–18; doi: 10.5206/cjsotlrcacea.2022.1.13588

56.

Mavrovic-Glaser

. Teacher knowledge and use of universal design for learning. All Capstone Projects. 2017. Available from: https://opus.govst.edu/capstones/343

57.

Barnhill

. Supporting students with Asperger syndrome on college campuses. Focus Autism Other Dev Disabl. 2016; 31(1):3–15; doi: 10.1177/1088357614523121

58.

Lucas

, Cage

, James

. Supporting effective transitions from university to post-graduation for autistic students. Front Psychol. 2021; 12:768429; doi: 10.3389/fpsyg.2021.768429

59.

Autistic Self Advocacy Network. Benchmarks to inclusion: Creating core principles to facilitate autistic student success in higher education. Autistic Self Advocacy Network; 2020. Available from: https://autisticadvocacy.org/wp-content/uploads/2021/03/Benchmarks-paper-draft.pdf

60.

Googins

, Boheler

, Ren-Wen Huang

, et al. Neurodiversity-affirming versus Ableist practice with transition-aged clients. Available from: https://www.teacherspayteachers.com/Product/Neurodiversity-Affirming-Versus-Ableist-Practice-with-Transition-Aged-Clients-7178751

61.

Singer

. Neurodiversity: The birth of an idea. Self-published Amazon; 2016.

62.

Kim

, Crowley

. Understanding perceptions and experiences of autistic undergraduate students toward disability support offices of their higher education institutions. Res Dev Disabil. 2021; 113:103956; doi: 10.1016/j.ridd.2021.103956

63.

NCCSD. Accommodations and accessible technologies. Available from: https://nccsd.ici.umn.edu/clearinghouse/audience-specific-resources/disability-services-and-accommodations/accommodations-and-at [Last accessed: September 23, 2024].

64.

Pinder-Amaker

. Identifying the unmet needs of college students on the autism spectrum. Harv Rev Psychiatry. 2014; 22(2):125–137; doi: 10.1097/HRP.0000000000000032

65.

Myers

, Smith

. Critical considerations for academic accessibility in inclusive higher education. Impact. January 1, 2022. Available from: https://publications.ici.umn.edu/impact/35-1/academic-accessibility-in-inclusive-higher-education [Last accessed: September 23, 2024].

66.

Williams

. The nexus of autism & Title IX. Inside Higher Education. 2018. Available from: https://www.insidehighered.com/views/2018/02/08/colleges-should-understand-special-issues-related-autism-and-title-ix-opinion [Last accessed: November 7, 2024].

67.

Sullivan

, Witenstein

. Infusing restorative justice practices into college student conduct practices. J Diversity Higher Education. 2022; 15(6):695–699; doi: 10.1037/dhe0000445

68.

Elevatus. (2024). Sexuality and Developmental Disability Training. Available from: https://www.elevatustraining.com/

69.

May

. Tea Consent. YouTube; 2015. Available from: https://www.youtube.com/watch?v=oQbei5JGiT8 [Last accessed: November 7, 2024].

70.

NACE International. NACE international book of standards. NACE International: Houston; 2002.

71.

National Career Development Association. Code of ethics. 2015. Available from: https://www.ncda.org/aws/NCDA/asset_manager/get_file/3395 [Last accessed: September 23, 2024].

72.

Briel

, Getzel

. In their own words: The career planning experiences of college students with ASD. J Vocational Rehabil. 2014; 40(3):195–202; doi: 10.3233/JVR-140684

73.

Mynatt

, Gibbons

, Hughes

. Career development for college students with Asperger’s syndrome. J Career Dev. 2014; 41(3):185–198; doi: 10.1177/0894845313507774

74.

Handshake. (2024). Make Career Moves. Available from: https://joinhandshake.com/

75.

Big Interview. (2024). Big Interview. Available from: https://www.biginterview.com/

76.

Walters

. Self-Perceived Career Development Needs Of College Students With Autism Spectrum Disorder. Unpublished Doctoral Dissertation. Appalachian State University: Boone, NC; 2019.

77.

Cheriyan

, Shevchuk-Hill

, Riccio

, et al. Exploring the career motivations, strengths, and challenges of Autistic and non-autistic university students: Insights from a participatory study. Front Psychol. 2021; 12:719827; doi: 10.3389/fpsyg.2021.719827

78.

Chan

, Smith

, Hong

, Greenberg

, Lounds Taylor

, Mailick

. Factors associated with sustained community employment among adults with autism and co-occurring intellectual disability. Autism. 2018; 22(7):794–803; doi: 10.1177/1362361317703760

79.

Coleman

, Adams

. Survey of vocational experiences of adults with autism spectrum disorders, and recommendations on improving their employment. J. Vocational Rehabil. 2018; 49(1):67–78; doi: 10.3233/JVR-180955

80.

Taylor

, Henninger

, Mailick

. Longitudinal patterns of employment and postsecondary education for adults with autism and average range IQ. Autism. 2015; 19(7):785–793; doi: 10.1177/1362361315585643

81.

Baldwin

, Costley

, Warren

. Employment activities and experiences of adults with high-functioning autism and Asperger’s disorder. J Autism Dev Disord. 2014; 44(10):2440–2449; doi: 10.1007/s10803-014-2112-z

82.

Roux

, Shattuck

, Cooper

, Anderson

, Wagner

, Narendorf

. Postsecondary employment experiences among young adults with an autism spectrum disorder. J. Am. Acad. Child Adolesc. Psychiatry. 2013; 52(9):931–939; doi: 10.1016/j.jaac.2013.05.019

83.

Barnhill

. Outcomes in adults with Asperger syndrome. Focus Autism Other Dev Disabl. 2007; 22(2):116–126; doi: 10.1177/10883576070220020301

84.

Hurlbutt

, Chalmers

. Employment and adults with Asperger syndrome. Focus Autism Other Dev Disabl. 2004; 19(4):215–222; doi: 10.1177/10883576040190040301

85.

Howlin

, Goode

, Hutton

, Rutter

. Adult outcome for children with autism. J Child Psychol Psychiatry., 2004; 45(2):212–229; doi: 10.1111/j.1469-7610.2004.00215.x

86.

ALEC. Autism and Law Enforcement Education Coalition. Available from: https://autismalliance.org/resources/ale [Last accessed: September 23, 2024].

87.

IBCCES. Law enforcement autism certification. Available from: https://ibcces.org/law-enforcement/ [Last accessed: September 23, 2024].

88.

Debbaudt

, Sreckovic

, Kenney

. Autism and Law Enforcement: Strategies for Safer Interactions. 2022. Available from: https://researchautism.org/oaracle-newsletter/autism-and-law-enforcement-strategies-for-safer-interactions/

89.

Kim

, Crowley

, Bottema-Beutel

. Autistic undergraduate students’ transition and adjustment to higher education institutions. Research in Autism Spectrum Disorders. 2021; 89:101883; doi: 10.1016/j.rasd.2021.101883

90.

Wolpe

. Promoting success in college: A scoping review of Autistic students’ postsecondary education experiences. Rev J Autism Dev Disord. 2024; doi: 10.1007/s40489-024-00448-z

91.

Bolourian

, Zeedyk

, Blacher

. Autism and the university experience: Narratives from students with neurodevelopmental disorders. J Autism Dev Disord. 2018; 48(10):3330–3343; doi: 10.1007/s10803-018-3599-5

92.

Oakes

, Nichols

, Schleien

, Strack

, Milroy

. Exploring inclusion of college students with IDD in campus recreation through the lens of recreation departments’ organizational level stakeholders. Recreational Sports Journal. 2021; 45(1):34–51; doi: 10.1177/1558866120982594

93.

Longville-Carr

. Autistic students’ transition to university: barriers to a positive experience. Anglia Ruskin Research Online (ARRO); 2024.

94.

Gurbuz

, Hanley

, Riby

. University students with autism: The social and academic experiences of university in the UK. J Autism Dev Disord. 2019; 49(2):617–631; doi: 10.1007/s10803-018-3741-4

95.

Schleien

, Ray

, Green

. Recreation inventory for inclusive participation. In Community recreation and people with disabilities: Strategies for Inclusion. P.H. Brookes Pub; 1997, pp. 85–100.

96.

Grabsch

, Melton

, Gilson

. Understanding the Expectations of Students with Autism to Increase Satisfaction with the On-Campus Living Experience. J College University Student Housing. 2021; 47(2):24–43. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=afh&AN=151462076&site=ehost-live

97.

Elliott

. “It sucks, but I’m grateful”: Understanding the experience of autistic students living in the residence halls. ProQuest Central; ProQuest Dissertations & Theses Global; Social Science Premium Collection; 2021. Available from: https://www.proquest.com/dissertations-theses/sucks-im-grateful-understanding-experience/docview/2593119566/se-2 [Last accessed: November 7, 2024].

98.

Schudde

. The causal effect of campus residency on college student retention. rhe. 2011; 34(4):581–610.

99.

Oseguera

, Rhee

. The influence of institutional retention climate on student persistence to degree completion: A multilevel approach. Res High Educ. 2009; 50(6):546–569.

100.

Titus

. Understanding the influence of the financial context of institutions on student persistence at four-year colleges and universities. J Higher Education. 2006; 77(2):353–375; doi: 10.1080/00221546.2006.11778929

101.

Pascarella

, Terenzini

. How college affects students: Findings and insights from twenty years of research. Jossey-Bass; 1991.

102.

Coghill

EMH

, Coghill

. (Eds.). Supporting neurodiverse college student success: A guide for librarians, student support services, and academic learning environments. Rowman & Littlefield; 2021.

103.

Tackx

, Nguyen

, Leuven

, Heylighen

, Leuven

. Student Life on the Autism Spectrum: Exploring the Role of Student Housing in Experiences of Three Students. J Interior Design. 2022; 47(4):31–47; doi: 10.1111/joid.12227

104.

Cage

, Howes

. Dropping out and moving on: A qualitative evaluation of Autistic people’s experiences of university. Autism. 2020; 24(7):1664–1675. https://dspace.stir.ac.uk/retrieve/5b577a77-f01b-480e-b08c-45e8298820fa/Cage_Howes2020_qual_droppingout.pdf

105.

Madriaga

. “I avoid pubs and the student union like the plague”: Students with Asperger syndrome and their negotiation of university spaces. Children’s Geographies. 2010; 8(1):39–50; doi: 10.1080/14733280903500166

106.

VanBergeijk

, Klin

, Volkmar

. Supporting more able students on the Autism spectrum: College and beyond. J Autism Dev Disord. 2008; 38(7):1359–1370; doi: 10.1007/s10803-007-0524-8

107.

Wilke

, Evans

, Varland

, Brown

, Broido

. “Access and integration: Perspectives of disabled students living on campus. J College University Student Housing. 2019; 46(1):46–61.

108.

Murray

, Flannery

, Wren

. University staff members’ attitudes and knowledge about learning disabilities and disability support services. J Postsecondary Education Disability. 2008; 21(2):73–90.

109.

Connor

. Kiss my Asperger’s: Turning the tables of knowledge. Int J Inclusive Education. 2013; 17(2):111–129; doi: 10.1080/13603116.2011.605911

110.

Glennon

. The stress of the university experience for students with Asperger Syndrome. Work. 2001; 17(3):183–190. https://web-a-ebscohost-com.du.idm.oclc.org/ehost/detail/detail?vid=0&sid=7d5b27fc-c069-4893-bd26-8b01566c1465%40sessionmgr4006&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=5528338&db=eih

111.

Lee

, Kim

. Person-centered transition planning for youth on the autism spectrum: What are we still missing? Exceptionality. 2022; 30(3):173–186; doi: 10.1080/09362835.2021.1938065

112.

Wagner

, Newman

, Cameto

, Javitz

, Valdes

. A national picture of parent and youth participation in IEP and transition planning meetings. J Disability Policy Studies. 2012; 23(3):140–155; doi: 10.1177/1044207311425384

113.

Chandroo

, Strnadova

, Cumming

. A systematic review of the involvement of students with autism spectrum disorder in the transition planning process: Need for voice and empowerment. Res Dev Disabil. 2018; 83:8–17; doi: 10.1016/j.ridd.2018.07.011

114.

Shogren

, Plotner

. Transition planning for students with intellectual disability, autism, or other disabilities: Data from the national longitudinal transition study-2. Intellect Dev Disabil. 2012; 50(1):16–30; doi: 10.1352/1934-9556-50.1.16

115.

Snell-Rood

, Ruble

, Kleinert

, et al. Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder. Autism. 2020; 24(5):1164–1176; doi: 10.1177/1362361319894827

116.

Neuronav. What is person-centered planning? How does it help those with disabilities? 2023. Available from: https://neuronav.org/self-determination-blog/person-centered-planning

117.

O’Brien

, Pearpoint

, Kahn

. The MAP and PATH handbook. Inclusion Press; 2010.

118.

University of Missouri-Kansas City (UMKC). Charting the Life Course. Available from: https://www.lifecoursetools.com/ [Last accessed: September 23, 2024].

119.

Hart

, Boyle

, Jones

, Think College National Coordinating Center—Resource Library. Foundational Skills for College and Career Learning Plan (English). Available from: https://thinkcollege.net/sites/default/files/files/resources/foundation%20skills%207_6_17mbdt.pdf [Last accessed: November 7, 2024].

120.

Sarrett

. Autism and accommodations in higher education: Insights from the autism community. J Autism Dev Disord. 2018; 48(3):679–693; doi: 10.1007/s10803-017-3353-4

121.

Jansen

, Petry

, Ceulemans

, Noens

, Baeyens

. Functioning and participation problems of students with ASD in higher education: Which reasonable accommodations are effective? Eur J Special Needs Education. 2017; 32(1):71–88; doi: 10.1080/08856257.2016.1254962

122.

Brown

, Wolf

. Legal issues and academic accommodations in higher education. In: Handbook of Autism Spectrum Disorder and the Law. ( Volkmar

, Loftin

, Westphal

, Woodbury-Smith

., ed.) Springer: Cham; 2021, pp. 359–371.

123.

Bakker

, Krabbendam

, Bhulai

, Begeer

. Background and enrollment characteristics of students with autism in higher education. Res Autism Spectrum Disord. 2019; 67(4):101424–101308; doi: 10.1016/j.rasd.2019.101424

124.

Nuske

, Rillotta

, Bellon

, Richdale

. Transition to higher education for students with autism: A systematic literature review. J Diversity Higher Educ. 2019; 12(3):280–295; doi: 10.1037/dhe0000108

125.

Zeedyk

, Bolourian

, Blacher

. University life with ASD: Faculty knowledge and student needs. Autism. 2019; 23(3):726–736; doi: 10.1177/1362361318774148

126.

Waisman

, Williams

, Cage

, et al. Learning from the experts: Evaluating a participatory autism and universal design training for university educators. Autism. 2023; 27(2):356–370; doi: 10.1177/13623613221097207

127.

Gradel

, Edson

. Putting Universal Design for Learning on the higher ed agenda. J Educational Technol Syst. 2009; 38(2):111–121; doi: 10.2190/ET.38.2.d

128.

Kilpatrick

, Ehrlich

, Bartlett

. Learning from COVID-19: Universal Design for Learning implementation prior to and during a pandemic. J Appl Instructional Design. 2021; 137–160; doi: 10.59668/223.3756

129.

Kim

. Universal design for learning after COVID-19. January 13, 2021. Available from: https://www.insidehighered.com/blogs/learning-innovation/universal-design-learning-after-covid-19

130.

Schelly

, Davies

, Spooner

. Student perceptions of faculty implementation of Universal Design for Learning. J Postsecondary Educ Disabil. 2011; 24(1):17–30. https://files.eric.ed.gov/fulltext/EJ941729.pdf

131.

, Godfrey

, Ren

, Wang

, Yang

, Li

. The impact of the COVID-19 pandemic on college students in USA: Two years later. Psychiatry Res. 2022; 315:114685; doi: 10.1016/j.psychres.2022.114685

132.

Accardo

, Kuder

, Woodruff

. Accommodations and support services preferred by college students with autism spectrum disorder. Autism. 2019; 23(3):574–583; doi: 10.1177/1362361318760490

133.

Law

, Hales

, Busenbark

. Student success: A literature review of faculty to undergraduate mentoring. J Empowering Teaching Excellence. 2020; 4(1):6; doi: 10.15142/38x2-n847

134.

Pennsylvania Inclusive Higher Education Consortium (PIHEC). About PIHEC. Available from: https://pihec.com/about-pihec/ [Last accessed: September 23, 2024].

135.

Autistic Self Advocacy Network (ASAN). Benchmarks to inclusion: Creating core principles to facilitate autistic student success in higher education. Available from: https://autisticadvocacy.org/wp-content/uploads/2021/03/Benchmarks-paper-draft.pdf [Last accessed: August 20, 2024].

136.

Anderson

, Stephenson

, Carter

. A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education. Res Autism Spectrum Disord. 2017; 39:33–53; doi: 10.1016/j.rasd.2017.04.002

137.

Austerman

, Gelbar

, Reis

, Madaus

. The transition to college: Lived experiences of academically talented students with autism. Front Psychiatry. 2023; 14:1125904; doi: 10.3389/fpsyt.2023.1125904

138.

Condeluci

. Interdependence, inclusion and self-determination. Interaction: The Australian Magazine on Intellectual Disability. 2014; 27(3):8–13; doi: 10.3316/ielapa.967210088210850

139.

Nolan

, Doyle

, Lewis

, Treanor

. Disabled students’ perception of the sensory aspects of the learning and social environments within one Higher Education Institution. Br J Occupational Therapy. 2023; 86(5):e030802262211268–e375; doi: 10.1177/03080226221126895

140.

Rowe

TML

. Mentoring university students with ASD on campus: A supplemental program model. J College Reading Learn. 2022; 52(2):97–112; doi: 10.1080/10790195.2022.2033647

Are Universities Ready to Support Autistic Students? A Call to Increase Coordinated Campus Efforts

Abstract

Community Brief

Why is this topic important?

What is the purpose of this article?

What personal or professional perspectives do the authors bring to this topic?

What is already known about this topic?

What do the authors recommend?

How will these recommendations help neurodivergent people now and in the future?

Introduction

Summary of Current Literature

Skill development

University best practices

Mentorship and coaching

A Call to Action

Recommendation 1: Establish Person-Centered Planning that Includes Individualized Accommodations

PCP and goal setting

Individualized accommodations

Recommendation 2: Engage Faculty as Partners in Inclusive Best Practices by Providing Autism and UDL Training

Faculty training

Incorporating universal design for learning

Establish faculty mentors

Recommendation 3: Campuses Should Embed Opportunities and Support for Social–Emotional Learning and Relationship Building

Increase accessibility of campus events

Establish self-advocacy groups

Utilize peer mentors

Conclusion

Footnotes

Acknowledgment

Authors’ Contributions

Author Disclosure Statement

Funding Information

References