Supporting Autistic Students in Post-Secondary Education

As the prevalence of autism increases, more autistic individuals are attending college and university, bringing unique strengths and challenges to academic settings. Research suggests that autistic students face diverse barriers to success, including a lack of access to autism-specific supports, sensory challenges, and mental health difficulties. According to a recent Conference Board of Canada report, less than half of surveyed students disclosed their diagnosis, highlighting the need for additional neuro-inclusive practices and supports. Given the growing awareness of neurodiversity, it's essential to create inclusive campuses and policies that support autistic students' success.

Key Takeaways:

Autistic students are underrepresented on post-secondary campuses and face unique barriers to success, including a lack of access to autism-specific supports and sensory challenges.
Disclosure of a diagnosis is crucial for accessing accommodations, but a recent Conference Board of Canada report showed that less than half of surveyed students disclosed their diagnosis.
Autism-specific services are scarce, with only six percent of Canadian post-secondary institutions offering such services.
Neurodiversity in policies, training, and education is essential for creating inclusive campuses and practices.
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.
Expanding services, such as wraparound models, mentorship groups, and faculty training, can enhance student experience and success.
Students can explore on-campus services, supports, and extracurricular activities to find community and build relationships.
Researching various types of funding, taking it slow, building relationships with peers and professors, and finding sensory-friendly spaces on campus can also help autistic students thrive.

Katherine, a fourth-year undergraduate student, emphasized the importance of finding supports that fit individual needs, while Kai, a recent graduate, highlighted the value of peer mentorship programs and building relationships with professors. Both suggested exploring on-campus services, studying various types of funding, and finding sensory-friendly spaces to enhance their experiences.

Statistics:

One in 50 Canadian children and adolescents are diagnosed with autism.
Less than half of surveyed students disclosed their diagnosis.
Six percent of Canadian post-secondary institutions offer autism-specific services.
Almost half of staff and faculty survey participants reported that neurodiversity was not appropriately addressed in their institutional equity, diversity, inclusion, and accessibility policies.
2021 saw an increase in wraparound services for neurodivergent students, including autistic students.

Sources:

The Conversation -- Canada -- By Megan Ames, Associate Professor, Psychology, University of Victoria
Advancing Neuroinclusive Policies and Practices in Post-Secondary Education (Conference Board of Canada report)
The University of Calgary's neurodiversity support office
The University of Victoria's Society for Students with a Disability
A website created to hold information about autism-specific supports on post-secondary campuses across Canada
The National Educational Association of Disabled Students