College Access, Success and Equity for Students on the Autism Spectrum.
Autistic students say college success needs early planning and ongoing social-emotional support, not just classroom accommodations.
01Research in Context
What this study did
Titlestad et al. (2019) talked with autistic college students about what helped them stay in school.
The team asked open questions about classes, friends, housing, and campus life.
They wanted to know why some students stay and others leave.
What they found
Students said early planning and steady social help matter more than extra test time.
They needed someone to check in on stress, roommates, and daily life, not just grades.
Success came from feeling safe and connected, not only from academic aids.
How this fits with other research
Webster et al. (2022) found high schools rarely let students pick their own goals.
That seems opposite, but the studies looked at different places: K-12 vs college.
Fernandes et al. (2021) showed autistic freshmen enter with equal grades but more health needs.
Titlestad et al. (2019) add the student voice: those health needs include anxiety about friends and daily life.
Together, the papers say colleges should plan for mental, physical, and social support, not just tutoring.
Why it matters
If you consult to a college disability office, ask for a checklist that covers housing, clubs, and stress skills before day one.
Add a peer mentor who texts weekly.
These small social touches can keep a student enrolled long after the paperwork is done.
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02At a glance
03Original abstract
College may be considered a gateway to success, yet access to college is limited for young adults with autism. Given the research recommendations to elicit student experiences and to communicate among universities to improve college access, success, and equity, the present study examined the questions: What factors are perceived as pathways to success or barriers to success by college students on the autism spectrum? What university provided accommodations and/or support services do they prefer? Participants from four universities completed surveys and semi-structured interviews. Findings from the multi-university study suggest the need to provide transition planning and systematic non-academic social and emotional supports from the start of the college experience as well as specific training for faculty, staff, and peers.
Journal of autism and developmental disorders, 2019 · doi:10.1007/s10803-019-04205-8