University life with ASD: Faculty knowledge and student needs.
University professors lack autism know-how, so brief faculty trainings can keep autistic students in class.
01Research in Context
What this study did
Dudley et al. (2019) talked to university professors and autistic students. They asked what professors know about autism. They asked what students need to succeed.
The team used interviews and focus groups. They looked for gaps between what professors know and what students need.
What they found
Most professors said they know little about autism. They wanted training but did not know where to get it.
Students said their needs often go unmet. They want clearer instructions and quieter classrooms. They want professors who understand autism.
How this fits with other research
Kim et al. (2021) asked students about disability support offices. Students said the same thing: staff need more autism knowledge. Both studies show campus adults need better training.
Bolourian et al. (2018) talked to students earlier. Students already reported social isolation and poor supports. Dudley et al. (2019) show faculty still have not caught up.
Tint et al. (2018) focused on women with autism. They found providers dismiss their needs. This adds a gender gap to the knowledge problem M et al. describe.
Why it matters
If you work with college students, this is your wake-up call. Professors want to help but lack tools. You can offer quick in-service trainings or create a one-page autism cheat sheet for faculty. Small boosts in knowledge can keep autistic students from dropping out.
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02At a glance
03Original abstract
Increasingly, young adults with autism spectrum disorder are attending 4-year universities. The transition to adulthood can be challenging for these students, and university life poses its own set of demands. The present article takes a mixed-methods approach by including two studies utilizing complementary methodologies. Through in-depth interviews with students with autism spectrum disorder ( n = 13) and college professors ( n = 18), the purpose of the first study was to evaluate the experiences and needs of college students with autism spectrum disorder and identify the knowledge that faculty members possessed about working with these students. Through survey methodology with a larger sample of faculty members ( n = 132), the purpose of the second study was to obtain more information about faculty knowledge of autism spectrum disorder, and to learn whether their pedagogical practices accommodated students with autism spectrum disorder. Findings revealed that autism is often an "invisible" disability on campuses, and there are many things that professors need to know with regard to working with these students in particular. Implications for practice are discussed.
Autism : the international journal of research and practice, 2019 · doi:10.1177/1362361318774148