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With the\u00a0prevalence of autism<\/a>\u00a0increasing in recent years, more\u00a0autistic people are attending<\/a>\u00a0college and university. (There are different ways to identify in the autistic community, with some people prefering to call themselves \u201cautistic\u201d rather than \u201ca person with autism;\u201d we\u2019re taking the former approach).<\/p>\n Recent data suggest\u00a0one in 50 Canadian children and adolescents<\/a>\u00a0are diagnosed with autism.<\/p>\n Autistic students\u00a0bring many strengths<\/a>, such as creativity, focus and original thought to academic settings, but research shows they\u2019re underrepresented on post-secondary campuses and face diverse barriers and challenges to success.<\/p>\n They also tend to have lower graduation rates than their non-autistic peers. This may be, in part, because autistic students face unique and systemic barriers in the academic setting, including a lack of access to\u00a0autism-specific supports<\/a>, sensory challenges and\u00a0mental health difficulties<\/a>.<\/p>\n In this analysis, we offer recommendations to best support autistic students on post-secondary campuses, based on our own and others\u2019 research on autism in higher education, and with input from two autistic students.<\/p>\n Katherine (she\/her) is a fourth-year undergraduate student completing her honours degree with research interests in autism, psychology and anthropology. Kai (any\/all) is a recent graduate who completed their honours degree in psychology and who continues to engage in autism-related research, including as a co-author of\u00a0our recent review of the research on autism in higher education<\/a>.<\/p>\n Katherine and Kai were invited to collaborate on this article given their involvement\u00a0in the lab of Megan Ames<\/a>\u00a0(the first author of this story) at the University of Victoria.<\/p>\n The lab pursues youth and community engaged research practices, including around autism in higher education. We interviewed each for approximately half hour with questions related to their experiences in post-secondary and their advice for new students. Both agreed to have their first names included here and have reviewed the article prior to publication.<\/p>\n Neurodivergent students, including autistic students, are eligible for academic accommodations such as extra time, note-taking, quiet settings for tests\/exams, typically through an institution\u2019s centre for accessible learning or similar resource. Most institutions require a formal diagnosis to access accommodations.<\/p>\n Although\u00a0awareness of neurodiversity may appear to be growing<\/a>, a recent\u00a0Conference Board of Canada report<\/a>,\u00a0Advancing Neuroinclusive Policies and Practices in Post-Secondary Education<\/em>, showed that less than half of the surveyed students disclosed their diagnosis. Yet it also found those who disclosed reported greater student satisfaction.<\/p>\n Especially given that not all students disclose their diagnosis, and there are barriers to accessing a formal diagnosis, including the costs and wait times, additional neuro-inclusive practices and supports are key.<\/p>\n Our 2021\u00a0environmental scan<\/a>\u00a0of Canadian post-secondary institutions revealed just six per cent offer autism-specific services.<\/p>\n Despite a desire to offer support,\u00a0barriers like funding and faculty and staff training persist<\/a>. Most research on this topic focuses on the autistic student\u00a0experience<\/a>, and less so on how to create neuro-inclusive campuses and practices.<\/p>\n As Katherine noted, centre for accessible learning \u201caccommodations [will only get you] so far.\u201d<\/p>\n The Conference Board of Canada found almost half of their staff and faculty survey participants reported that neurodiversity was not appropriately addressed in their institutional equity, diversity, inclusion and accessibility (EDIA) policies.<\/p>\n It recommends collaborating with neurodivergent students, faculty and staff, mandatory neurodiversity training and\u00a0investment in the development and evaluation of \u201cwrap-around\u201d service models<\/a>\u00a0to enhance student experience and success \u2014 meaning models that create personally and culturally tailored supports.<\/p>\n Post-secondary staff and faculty can avail themselves of open-access and free training to help understand and appreciate autism and the Universal Design of Learning, like the modules created by leadership and education researcher\u00a0TC Waisman and colleagues<\/a>.<\/p>\n Encouragingly, since our environmental scan, some Canadian post-secondary institutions are beginning to incorporate wraparound services for neurodivergent students, including autistic students.<\/p>\n For example, the University of Calgary\u2019s\u00a0neurodiversity support office<\/a>\u00a0includes neurodiverse advising,\u00a0transition supports<\/a>\u00a0for neurodivergent students and mentorship groups, and faculty and staff training.<\/p>\n The University of Victoria has the\u00a0Society for Students with a Disability<\/a>, which is run through the student union. It provides any student who self-identifies as having one or more disabilities \u2014 including those who are neurodivergent \u2014 with various resources and supports, including a bookable respite room.<\/p>\n Based on our findings from the 2021 scan,\u00a0a website<\/a>\u00a0was created that holds information about the various autism-specific supports on post-secondary campuses across Canada.<\/p>\n 1. Explore on-campus services, supports and extracurricular activities.<\/strong>\u00a0For many students,\u00a0a positive university experience is connected to more than academic learning<\/a>. Both Kai and Katherine suggested checking out the institution\u2019s list of clubs and activities, as \u201cfinding community is important\u201d (Kai).<\/p>\n Often, institutions will hold club fair days where students can explore the various clubs, activities and events to meet people with similar interests. Kai noted these clubs may be a place where you can be \u201cmore authentic.\u201d However, the fair itself may not be neuro-inclusive (lots of people, loud environment). Exploring the student centre\u2019s website is also an option.<\/p>\n Every autistic student is different. As Katherine notes, finding supports that fit for you is important.<\/p>\n 2. Research various types of funding.<\/strong>\u00a0Some campuses have funds to support students with assistive technology (such as laptops or headphones). The\u00a0National Educational Association of Disabled Students<\/a>\u00a0helps post-secondary students with disabilities search through hundreds of scholarships across Canada and can be a good resource.<\/p>\n 3. It\u2019s OK to take it slow.<\/strong>\u00a0There are many ways\u00a0to be a post-secondary student<\/a>. When Kai started university, they felt like they \u201chad to follow a certain path,\u201d but there are ways to be a full-time student and take fewer classes. Katherine agreed, and noted she began with taking fewer classes then worked her way up to a full course load.<\/p>\n 4. Build relationships with peers and professors.<\/strong>\u00a0Peer mentorship programs<\/a>\u00a0have been shown to have positive benefits for Autistic students. Kai and Katherine both spoke to the importance of building relationships. Kai described their experience with a campus peer support group for autistic students as it means having \u201ca space to be with other autistic people; they understand what it\u2019s like to exist like I do.\u201d Katherine suggests connecting with professors, as this may help ensure accommodations are adhered to or lead to collaborative approaches to support learning (for example, finding ways to make an assignment more interesting to you).<\/p>\n 5. Try to find sensory-friendly spaces on campus.<\/strong>\u00a0Some campuses are making a concerted effort to create neuro-inclusive and sensory-friendly\u00a0programs<\/a>\u00a0and spaces, like the University of Calgary\u2019s Neuroinclusion Studio, but this type of space may be the exception rather than the norm.<\/p>\n Katherine suggests exploring libraries that may host smaller, cozier and dimmer spaces that provide a place to reprieve and recharge between classes.<\/p>\n The Conference Board of Canada created a guide with additional tips that you can\u00a0check out here<\/a>.<\/p>\nDisclosing a diagnosis, accommodations<\/strong><\/h4>\n
Autism-specific services<\/strong><\/h4>\n
Neurodiversity in policies, training<\/strong><\/h4>\n
Expanding services<\/strong><\/h4>\n
Tips for students<\/strong><\/h4>\n