Perspectives of University Students with Autism Spectrum Disorder.
University students with autism often skip supports because they delay disclosure—give them low-pressure, student-led ways to ask for help before classes start.
01Research in Context
What this study did
The team sent an online survey to university students with autism.
They asked about class problems, help-seeking, and when students told the school they were autistic.
The goal was to see why some students use campus supports and others do not.
What they found
Most students said school was hard.
Many waited months or years before telling anyone they were autistic.
The longer they waited, the fewer supports they used and the worse they felt.
How this fits with other research
Valério et al. (2015) interviewed students first and heard the same three headaches: classes, friends, and daily life.
Giesbers et al. (2020) later asked 102 students in Australia and New Zealand the same survey questions and got the same pattern: students like the idea of help but still do not use it.
Roberts et al. (2017) shows one way to fix the gap: a mentorship program that lets the student set the goals and pace.
Together the four papers tell one story: students wait, miss out, but will engage if support is flexible and student-run.
Why it matters
If you coach teens or college students, start the disclosure and support talk early.
Offer choices, not a single office referral.
Point out the mentor model and let the student lead.
Early, low-pressure options can prevent the wait-and-struggle cycle these surveys keep showing.
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02At a glance
03Original abstract
Students with autism spectrum disorder (ASD) are at heightened risk of post-secondary educational failure and account for approximately 1% of students in post-secondary education. Findings from an on-line survey of students with ASD attending university in Australian are reported in this study. Respondents indicated high rates of academic and non-academic difficulties but low usage of supports. Ratings for supports were idiosyncratic, and some students indicated discomfort from using supports or disclosing their disability. Those students who delayed their disclosure accessed fewer supports and reported a poorer overall university experience. Recommendations were made including the need for better transition support and alternative strengths based approaches that use more flexible and individualised curriculum designs.
Journal of autism and developmental disorders, 2018 · doi:10.1007/s10803-017-3257-3