A systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education. (June 2021)

• Record Type: Journal Article
• Authors: Davis, Mariya T.; Watts, Gavin W.; López, Eric J.
• Is Part Of: Research in autism spectrum disorders. Volume 84(2021)
• Publication Date: 2021-06
• Subjects: Autism spectrum disorder -- ASD -- College -- Higher education -- Experiences -- Supports; Autism spectrum disorders -- Periodicals; 616.85882005
• DOI: 10.1016/j.rasd.2021.101769
• Languages: English
• ISSNs: 1750-9467

Abstract

Highlights: Higher education students with ASD experience high rates of anxiety and depression, as well as academic, social, and communication difficulties. Common academic support for students with ASD in higher education include tutoring, testing accommodations, and coursework modifications. Common non-academic supports include social skills training, peer-mediated supports, counseling, and other university disability services. Abstract: Background: As students with autism spectrum disorder (ASD) are increasingly enrolling at institutions of higher education, their new experiences and offered supports impact their success in this realm. The current review extends previous syntheses of literature related to support systems for students with ASD in higher education, as well as their first-hand experiences. Method: This review systematically considered experiences of students with ASD in higher education and supports offered to them in both academic and non-academic realms as reported by students themselves. Of the 2, 354 screened studies, 24 met inclusion criteria for review. Results: Students with ASD experience high rates of mental health issues, sensory challenges, and social, academic, and communication difficulties. Academic supports, which were infrequently reported, include tutoring, accommodations, and coursework modifications. Non-academic supports included social skills training, peer-mediated interventions, counseling, and other university disability services. Although available, these supports may not be fully utilized due to students' nondisclosure of their ASD diagnosis. Conclusions: Non-academic supports for students with ASD are increasing along with this population's enrollment in higher education, yet the development of academic supports appears to be less prevalent. These findings suggest institutions of higher education focus on the development and accessibility of academic supports, and additionally, provide faculty and staff with effective professional development to address the stigmatization of seeking out and utilizing available support systems.