Beruflich Dokumente
Kultur Dokumente
STUDENTS WITH AUSTISM SPECTRUM DISORDER
AND THEIR SENSE OF BELONGING ON A
COLLEGE CAMPUS
Kyle Shea
EDLPS 590: Student Populations
Dr. Felipe Martinez
June 1st 2018
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 1
Introduction
Strayhorn (2012) gives an indepth analysis of the importance of students’ sense of
belonging during their educational pursuit. He often cites that racial and ethnic minority students,
gay students, women, and lowincome students are significantly affected by whether or not they
feel that they belong on their college campus (Strayhorn, 2012). However, Strayhorn does not
seem to discuss students with disabilities as often as other student populations (most likely his
studies have not engaged students with disabilities). Sense of belonging has been shown to lead
to an outcome of more engagement and involvement with the campus in general (Strayhorn,
2012). As studies have shown, the more engaged a student is in academic and nonacademic
activities, the more likely they are to be retained by the university (Tinto, 2006). However,
students with Autism Spectrum Disorder (ASD) typically have a more difficult time with
communication and socialization (Zager, & Alpern, (2010). This has the possibility of affecting
the students’ engagement and sense of belonging on a college campus (Strayhorn, 2012).
According to the Center for Disease Control (CDC), one in 59 children have been
diagnosed with varying degrees of Autism Spectrum Disorder, with boys being four times more
likely to be diagnosed than girls (CDC, 2018). This is a vast change since the 2000 surveillance
year yielded results of one in every 150 child was diagnosed with ASD (CDC, 2018). This
change has occurred because our understanding of Autism Spectrum Disorder is constantly
evolving. Our knowledge of how to best assist these students on their journey through higher
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 2
education is increasing every year. When the CDC studies the prevalence of a disease or
disorder, they use the term surveillance years to track a specific birth year. For Autism Spectrum
Disorder, the surveillance year is 8 years after the birth year; so children born in 1992 are studied
in the 2000 surveillance year. This paper will take an indepth look into the literature about
students with ASD, ways that students with ASD handle university, the lack of studies on
intersectionality of students with ASD, and recommendations for practice and further research to
support these students on campus.
Literary review
Autism Spectrum Disorder, colloquially known as autism and previously known as
Asperger’s syndrome, is a neurodevelopmental disorder that is typically diagnosed between ages
four and five but can be reliably diagnosed as early as age two (CDC, 2018). Autism is
considered an equal opportunity disorder, affecting all social classes, races, and ethnicities
equally. However, ASD is four times more likely to affect males than females, a trait that has
only theories around why this exists including: genetic differences that mean girls are less likely
to inherit than boys, girls are better at hiding their difficulties, and that girls are typically
underreported by their teachers (CDC, 2018).
Autism Spectrum Disorder has a varying degree of symptoms that affect different people
in many ways. Some of the most often cited symptoms are avoiding eye contact, trouble
understanding feelings of others, repeating words or phrases, trouble adapting to changes in
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 3
schedules, and sensory trouble including likes and dislikes of loud noises, touching or being
touched, and even visual overloads (CDC, 2018). Students with ASD have very different needs
and wants when it comes to their own lives. This can include students who have difficulty with
social interactions and social cues, but very few other symptoms, which can lead to not being
diagnosed with ASD. These students may not realize that anything is wrong and don’t receive
accommodations that may assist in their education. Some students may strive in loud settings,
while others may be paralyzed when lecture halls become too loud. I had a professor in college
who likened our senses to being a bowl that is being filled by water. Students with ASD can have
unusually small hearing bowls that often overflow (which can turn into a very stressful and
anxious situation) when the noise level gets above a certain level (T. Davis, Personal
Communication, 2013). However, there are some students with ASD who may have unusually
large bowls for touch and they often feel the need to be held or touched more than your average
student to feel content with their needs being met (T. Davis, Personal Communication, 2013).
This is all to help the understanding that students with Autism Spectrum Disorder are all
different with different needs and wants within relation to their hierarchical needs.
There is much contention when discussing autism with people in different communities
due to the highly inaccurate 1998 study published in The Lancet. This study reported that the
Measles, Mumps, and Rubella (MMR) Vaccine was linked to Autism Spectrum Disorder, but an
investigation led by Deer (2004) discovered that there were conflicts of interest, and multiple
broken ethics codes including the manipulation of evidence (Deer, 2004; 22 Feb, Revealed:
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 4
MMR research scandal the Sunday times London). This disaster of a case has led to a rise in
parents refusing to vaccinate their children (also known as antivaxxers) across the country and
even worse, a stigma about autism placed on our society. These antivaxxers would rather take
the chance of their child developing polio, mumps, or measles than the chance that a vaccine
could lead to autism. An article in “Health” magazine, Kurchak (2017) a writer with autism,
discusses the issues with the debates with antivaxxers; “Seeing your worth as a human being
debated in this manner becomes more exhausting and demoralizing with each new iteration”.
This is just one person with ASD’s opinion, but when we discuss a student’s sense of belonging
we must understand the societal pressures that occur for that student population. As Strayhorn
(2012) points out in his book College Students’ Sense of Belonging: a key educational success
for all students, a student’s sense of belonging is an important need, just above a students need to
feel safe. According to Strayhorn (2012), a student who feels as though they belong on a campus
can lead to positive outcomes such as happiness, achievement, and retention. This proves the
need to provide students with a sense of belonging on campus by providing cues, resources, and
a more inclusive climate, especially for students who may feel as though their existence and
worth as a person with autism is consistently up for debate.
Autism Spectrum Disorder is considered one of the most complex disorders, which can
make it difficult for college faculty or staff to recognize the necessity for other resources or
classroom accommodations. Barnhill (2016) discusses this exact issue and demonstrates that the
support system for students with autism in high school is much more developed and inclusive
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 5
than the current support structures at most college and universities. These support structures tend
to include social problemsolving courses, peer mentoring programs, extra time on tests and
assignments, and life skills courses (Barnhill, 2016). Students with autism who come from high
schools may have received a majority of these accommodations in the past but may not have the
access or understanding of the resources available at the collegiate level. Understanding the
resources at a large research institution like the University of Washington can be daunting and
confusing; especially because disability resource services on every campus has a selfdisclosure
system that requires students to provide the university with information and a doctor’s note
explaining their disability.
Challenges
These challenges are areas that some studies have mentioned but when it comes to the
classroom and academic experience, some researchers have completed intensive qualitative
studies to understand the ways students with autism face challenges in their everyday
experiences. Van Hees, Moyson, and Roeyers (2014) completed a study on higher education
students with autism in the Netherlands and discovered five challenges that these 23 students
faced. The first challenge that these students mentioned was struggling with unexpected changes
and dealing with new situations. This includes the decisions that need to be made before
transitioning to college such as choosing where to live, what general education or electives to
take, and whether or not to disclose their disorder to the university. Dealing with change at a
university can be difficult, especially within the flexibility of higher education. This challenge is
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 6
one that is most obvious, because students with autism (regardless of where on the spectrum)
typically have difficulties with change and require a structure that does not change often (Jansen,
Petry, Ceulemams, Noens, and Baeyens, 2017). One student during this study cited a time that
they were informed that class was cancelled, and then it was scheduled again, and finally
cancelled for the day. This unexpected, often last minute change, can lead to students with
autism feeling anxiety or stress and find themselves unable to cope with the change (Van Hees,
Moyson, and Roeyers, 2014). Cai and Richdale (2016) also saw students with autism struggling
with change and a lack of structure during their qualitative interviews, including residence hall
changes and a lack of structure within college assignments.
The second challenge posited by these students is the need to make tiring, yet necessary
social contact to feel a sense of belonging (Van Hees et. al, 2014). This is seconded by another
study that noted verbal and nonverbal communication as the most prevalent challenge that faced
these students (Jansen, et. al., 2017). This can include students striving hard to fit in, difficulty
managing social demands, and awareness of social problems. Striving hard to fit in can lead to
students with autism feeling like they pretend to be someone else by learning ways to engage in
small talk, or even copying what they have seen in movies to feel more confident while in social
situations (Van Hees et. al, 2014). When students with autism talk about managing social
demands, they can mean the ability to read social cues, understanding when to ask questions in
class, and even understanding how to address a professor. These kinds of pressures lead to
anxiety or stress about everyday tasks that happen at universities, giving these students a feeling
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 7
that they don’t belong (Van Hees et. al, 2014). These situations have the ability to affect these
students during group projects because there is the worry about how they are functioning within
the group. These worries can even lead to declining invitations to socialize with other students
(Van Hees et. al, 2014). These students are often aware of their social deficiencies by the time
they enter a university, which does not imply that they have improved or will improve their
social abilities. Van Hees, Moyson, and Roeyers (2014) found that many students felt lonely or
had a difficult time freeing themselves from the feeling of social isolation.
The third set of challenges concern the ability to process new information, time
management skills, and sensory overloads (Van Hees et. al, 2014). These students discussed the
complex way that their brain processes information and how it requires more time to develop an
understanding of a topic. This challenge meets sensory overload when students are given too
much content to process in the time allotted in class (Van Hees et. al, 2014). Students in a study
in Australia also discussed the difficulty with being able to process new information and that
professors will change the way they ask questions during quizzes. This change in the way the
information is presented requires a difficult processing of information and impacted those
students’ academic records (Cai and Richdale, 2014). This learning process takes an extended
time for some of these students and can impact homework assignments by requiring extra time to
study or to finish assignments. This requires extra time to understand class materials and take
exams, and requires more planning within their everyday lives.
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 8
The decision to disclose their disorder is another challenge that these students may face in
their journey through higher education. Many students in this study only felt the need to disclose
when the stress of classes and social life became heightened by negative experiences in their
classes and social lives (Van Hees et. al, 2014). Higher Education institutions do not require
students to disclose their disabilities, but the students who do disclose receive information and
resources to help them achieve their educational goals. Some students have encountered
situations of disclosure that include incorrect assumptions about their disorder (that they have
special skills, or that they question their diagnosis) which has spoiled the desire to disclose the
fact that they have autism to disability services, faculty, and peers (Van Hees et. al, 2014). Many
students with ASD found themselves not wanting to disclose for fear of discrimination, or that
they weren’t tested before entering higher education and feel the pressure to avoid disclosing to
disability services (Cai and Richdale, 2014). Debating about whether they should disclose their
disorder is an extra pressure that follows many of these students. This extra pressure leads to
mental health issues which then affect these students’ academic ability, but many found that
disclosing their autism to disability services held positive results.
The final and most difficult challenge that these students with autism face is the mental
health issues as a result of the above former challenges. Out of the 23 students with autism who
were interviewed, all 23 mentioned mental health as a challenge (Van Hees et. al, 2014). Of the
six subthemes under mental health (anxiety, stress, fatigue, feeling overwhelmed, loneliness, and
depression), only depression lacked twenty or more responses with 16 of the students feeling
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 9
depressed (Van Hees et. al, 2014). This has proven to be a significant challenge for students with
ASD, in a literature review of students with autism in college by Gelbar, Smith, and Reichow
(2014), 71% of articles reviewed (12 of 17) mentioned anxiety as a challenge of autism. This was
followed by 53% of articles (9 of 17) mentioned loneliness, and 47% (8 of 17) cited depression
as challenges that students with autism faced as a result of their disorder (Gelbar, et. al., 2014).
This demonstrates the intense challenge that this population must face and overcome while in
college. Feelings of anxiety, depression, and especially loneliness can lead to students feeling
like they do not belong on their college campus when it reality, the campus may not be
universally designed to allow these students to thrive in their academics.
Students with ASD
Studies have shown that 44% of students with Autism Spectrum Disorder (ASD) have
average or above average intelligence. Therefore, policies and resources need to be able to break
down the challenges mentioned above (CDC, 2018). Since we know that these students are
intelligent and resilient, they deserve to feel a sense of belonging on their college campus
because they do belong within our walls of academia. The resources that we provide to assist this
student population have the possibility to increase the percentage of students with ASD that
graduate, but not all schools are doing their part. These resources are typically provided by
Disability Services (DS) at each college and most of them provide different classroom
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 10
accommodations, housing accommodations, workshops to develop social and life skills, and
even work with the faculty to ensure that the student is comfortable in the academic setting.
Classroom Accommodations
Barnhill (2016) completed a study that surveyed 30 different undergraduate universities
and discovered that 50 percent of those institutions had at least 30 students with some sort of
Autism Spectrum Disorder. These schools were then asked about the availability of different
accommodations for these students and all 30 universities indicated that these students received a
permanent advisor to help with these accommodations as well (Barnhill, 2016). Of the thirteen
accommodations, eight deal with classes or classroom settings: extra time on exams, alternate
testing sites, tutoring, note takers, technology supports, reduced course load, professor’s notes
(and slides), and priority registration. Students with autism can benefit from these many different
accommodations in different ways and most do not receive all of these services. Many students
with autism benefit from quieter and alternative testing locations with extended time on exams
because of the difficulty of processing information quickly. If the exam requires a lot of reading
then a student with autism may experience a constraint on time, which can lead to higher anxiety
and a worse exam performance (Van Hees, Moyson, Roeyers, 2014). Tutors can be beneficial for
students as it provides extra context or examples, while a note taker allows the students with
autism to be able to focus on the material that is being taught (Graetz, Sisson, 2016). Reduced
course load may consist of students being allowed to complete individual projects rather than
feel the constrain of working on a group project, or complete a presentation in a oneonone
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 11
setting with the professor (Gelbar, Smith, Reichow, 2014). A student who experiences sensory
overload when presented with too much information would be best accommodated with the
professor’s notes or the presentation slides on that day’s material. Lastly, priority registration can
allow a student to select classes that are most beneficial to that student’s schedule. Priority
registration can happen for multiple reasons for students with autism including doctor’s
appointments, counseling sessions, or even just to help provide more structure in these students’
lives (A. WardZanotto, personal communication, 2018). These simple accommodations are
capable of creating a more inclusive atmosphere for students with neurodivergence. Students
with autism that have been surveyed typically find these test accommodations as a major benefit
of disclosing and it is the most granted accommodation for this population. (Cai and Richdale,
2015). Providing these basic accommodations can make a space feel more welcoming as they
understand that there are people who care about how they perform in school. This is the first start
to ensure that these students are engaged, and have the excess barriers removed to help level the
playing field.
The University of Washington aims to provide the accommodations for students with
autism on a more selfselection basis (A. WardZanotto, personal communication, 2018).
Students who disclose their disorder are then included on choosing which accommodations may
help that student learn best in the academic setting. However, the University of Washington
(UW) provides most, if not all, of these basic classroom accommodations. Disability Resource
Services at UW currently provides relocated and extended exam times, priority registration,
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 12
technology supports (including note takers, and audio recordings), reduced course loads
(allowing students to stay full time but take less credits), and provide class slides or professors
class notes (A. WardZanotto, personal communication, 2018). These basic accommodations
provide students with the optimal learning conditions despite their disability and should be done
at all colleges to ease the entry to our campuses.
Housing Accommodations
Similar to the classroom accommodations, there are specific housing accommodations
that most universities use for students who live inside the residence halls. Students spend a large
amount of their time within a residence hall and that is their home for the semester or year.
Feeling comfortable within one’s home can be a luxury that most people take advantage of, but
for students with Autism Spectrum Disorder, sharing a space for their home presents its share of
challenges. Some students with Autism Spectrum Disorder may have difficulty reading social
situations and may feel uncomfortable to disclose their disorder to their new roommate (Jansen,
et. al., 2017). This situation can lead to a difficult living environment for a student with autism
and also for the roommate as the space becomes more uncomfortable.
Residence Life departments on college campuses work with Disability Services to ensure
that students with autism feel safe and secure within their oncampus home. This can mean
multiple different things including providing a single room for the student, differentiated room
setups, providing other furniture including bed preferences (lower, nonbunked beds), and
support systems within the residence hall (Barnhill, 2016). If a single room is not available there
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 13
are other areas that these students tend to request during this process. Many students realize that
there are only a select number of single rooms, but entering a suite with a single room available
is just as useful for these students. This is especially true if it includes a bathroom and a shared
living space that the student can utilize in the suite (Barnhill, 2016). If a student does not feel
comfortable within their housing situation then they most likely will not feel like they belong on
the campus and may not engage with other students within their building. As Strayhorn (2012)
points out, sense of belonging takes on a heightened importance in different contexts (especially
one who is new to a group; similar to a residence hall) and with marginalized populations (such
as students with autism). This demonstrates the need for a simple process that occurs seamlessly,
such as a room reassignment, to help make the student feel welcome and free to engage in other
activities.
The University of Washington Disability Resource Services has similar options for
students with autism in that they will work with housing and food services to reach an agreement
to ensure the student feels safe and secure in their new home. This may include a change to a
single room, or a change to a different style of rooms such as a single room in a suite where the
student gets a shared bathroom and a common room with suitemates (A. WardZanotto, Personal
Communication, 2018). Overall, Disability Resource Services is ensuring that these students at
least feel comfortable within their housing situations to help assist this student population stay
engaged.
Skill workshops
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 14
The final common type of accommodation is in regard to skill workshops and other
various resources. These resources provide students with varying types of opportunities to
develop social and life skills, summer transition programs to help acclimation, and therapy to
ensure the development of coping skills during difficult times (Barnhill, 2016; Van Hees,
Moyson, Roeyers, 2014). Barnhill (2016) points out the importance of social skill instruction and
groups to help the students with autism who experience anxiety and confusion over social
situations. This allows students to feel more confident during these types of interactions and to
develop skills around ways to ask for assistance from faculty and peers. These classes help
develop students’ ability to engage with the campus which can help students’ feel a sense of
belonging (Strayhorn, 2012). Summer transition programs allow students to get set up in their
residence hall and get a jump start on their social skills and understanding of faculty and campus
life (Barnhill, 2016). Getting to interact with professors in a smaller group size can ease the
transition into the university academic world and can make the first semester smoother in terms
of knowing how to ask for help. This can also help the faculty understand Autism Spectrum
Disorder on a deeper level and develop relationships with these students prior to entering
college. The most successful summer program provided graduate students who lived in the
residence halls as graduate peer mentors who also provided mentorship during the semester as
well (Barnhill, 2016). Lastly therapy, whether in a group with similar neurodivergent students or
individually, can help a student develop coping strategies when anxiety, depression, or loneliness
arise (Van Hees, Moyson, Roeyers, 2014). Developing these skills could allow students to
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 15
persist through tough times that may arise during their fouryear education journey. Many
schools offer therapy for students; however, many schools have a limit on the number of visits
that students are allowed to make per year, and this should be addressed for certain populations
of students who could benefit from those extra visits.
At a large progressive research institution like the University of Washington (UW), one
would expect more resources for all student populations across campus. However, they do not
provide a summer transition for students with neurodivergence to help ease the transition from
high school to college. Although the UW does not provide a summer transition they do partner
with Mosaic, an autism center, to provide workshops in mental health, daily living, social and
emotional techniques, and education for parents, educators, and anyone else who works with
students with autism (UW Autism Center, 2018). Mosaic also provides sessions and helps
Disability Resource Services provide accommodations for students with Autism Spectrum
Disorder (A. WardZanotto, Personal Communication, 2018). Not only is Mosaic an ally in
helping others understand the disorder, they are also purposeful in the way they assist this
population (UW Autism Center, 2018). The University of Washington also provides four to eight
therapy sessions to all students across campus, however, it is not clear if they work with
Disability Resource Services to extend the amount of sessions offered for students with Autism
(A. WardZanotto, Personal Communication, 2018).
Recommendations for practice
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 16
The number of people diagnosed with Autism Spectrum Disorder has risen in the past 20
years due to our understanding that autism exists on a spectrum. Since there has been such an
increase in diagnoses, there should be an increase in the amount of college students who are on
the spectrum. This means that colleges should be preparing now to ensure that these students feel
like there is a place on campus for them. These three recommendations go above the typical
accommodations provided to ensure that these students feel a sense of belonging.
Recommendation 1
Providing more peer mentor programs that continually is provided funding to ensure
longevity and success within the campus. A program that can provide a student with Autism
Spectrum Disorder a graduate, or a senior undergraduate peer mentor, to assist with the student’s
ability to navigate the campus climate could help increase engagement and sense of belonging on
a campus (Barnhill, 2016). For example, not all students will understand what “office hours”
means but these peer mentors could be providing those insights to help the student feel confident
in reaching out to faculty for help. This program could also provide materials and educational
workshops to help other understand students with Autism Spectrum Disorder. This will allow the
campus to become more comfortable with Autism Spectrum Disorder as the program becomes
more and more well known.
Recommendation 2
Students with Autism Spectrum Disorder deserve the same opportunity to excel in classes
as every other student but it becomes complex when discussing how their disorder affects their
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 17
health, particularly their mental health. Students have pointed out that providing coaching of life
skills, social skills, and coping mechanisms within the academic world can empower them to
take control of their education (Van Hees, Moyson, and Roeyers, 2014). This can be through
therapy offers or group therapy for students with ASD to discuss life and social skills
mechanisms (Van Hees, Moyson, and Roeyers, 2014), or even anxiety management seminars on
coping within the academic realm with anxiety (Barnhill, 2016). These options have been
brought up by different students with autism who see the benefit of these coaches to help develop
skills to feel more comfortable engaging with others.
Recommendation 3
The final suggestion would require an excess of funds that may not be possible for all
schools, but may be worth striving towards in the future. Being able to provide a summer
transition experience for students with Autism Spectrum Disorder may help ease the move from
home to a college campus (Barnhill, 2016). This would require more familial support to ensure
that college campuses are including the family members who helped the student complete their
college application. This would create a bond and an understanding between these families and
the college and could help the students feel more comfortable within their surroundings. This
may require waivers to avoid the legalities of FERPA but could provide insight for Disability
Resource Services when discussing options for accommodations. This program could also
provide an opportunity to house and introduce the peer mentors to allow time for relationships to
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 18
be formed. Overall, becoming more familiar with the campus, the support, and the faculty,
students should become aware that this is a place that they belong to and deserve to be.
Intersectionality
Prior to the Education for all Handicapped Children Act (EAHCA) in 1975, U.S. public
schools only accommodated 1 out of every 5 student with a disability (Office of Special
Education Programs, 2000). This act eventually became the Individuals with Disabilities Act, or
I.D.E.A., in 1990 and includes six pillars, including free and appropriate public education and the
requirement that schools must create a least restrictive environment for students with disabilities.
These acts have provided people with disabilities the right to an appropriate education,
something that has been available for most people for decades. These delays in education have
most likely lead to a lack of studies around the intersectionality of ASD and other identities that
these students may hold. We do have studies that show that African American and Latino
students are diagnosed with autism at an older age than white students with ASD (Mandell,
Listerud, Levy, and PintoMartin, 2002). Although white children began mental health treatment
at an earlier age, 6 years old compared to 7.1 years old for black children, black children require
more treatment than white children before they are diagnosed, after controlling for sex, age, and
the amount of time that the child is eligible for Medicaid (Mandell, et. al., 2002). This extra time
to diagnose autism spectrum disorder can have negative impacts on the development of the
child’s ability to walk, talk, and interact with other children (National Research Council, 2001).
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 19
Early intervention can help develop the skills that will assist the child on their journey through
school, especially with a student’s ability to interact with others (CDC, 2018). The disparities
between white and black children’s time to diagnosis needs more research and attention to ensure
that all children with autism are receiving therapy to assist in their development.
Additional Research
Currently there are very few studies around students with Autism Spectrum Disorder and
the intersection of their other identities at a university. Studies focusing on the intersection of
identities for students with ASD would create an interesting dynamic that possibly could affect
these students in a more negative way. As mentioned above in the intersectionality section, we
know that students of color are diagnosed at an older age than white students; this deserves more
attention and research to discover more about this inequity in diagnosis (Mandell, et. al., 2002).
To understand more about how students with autism gain a sense of belonging in colleges, we
need more information about how autism occurs in children and how to create more universal
designs within education. If research can continue to discover more about the way autism is
treated or new and improved ways to best assist these students in the classroom, then we will see
an increase in the current 38.8% of people with autism who have completed some sort of
postsecondary education (Kuder, Accardo, 2017). There have mostly been qualitative studies that
focus on the individual students with autism but do not interview their parents about the
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 20
transition from high school to college. Understanding the parent’s view of their child’s transition
to postsecondary education could provide us with more insight into this process.
There also needs to be more research around antideficit models of students with autism.
These students have many strengths including attention to detail, reliability, good memories, and
the use of reason and logic (Graetz, Sisson, 2016). If more research around the strengths of
people with autism is completed, then there may be more information available to the general
public about how autism affects different people. This could lead to higher amounts of empathy
and understanding from the general public, which will help release some of the societal pressure
off of these students. Lastly, there are plenty of qualitative studies about understanding the
challenges these students face and some about the resources that colleges and universities
provide, but there is a lack of quantifiable evidence about programs to assist these students with
autism.
STUDENTS WITH AUTISM SPECTRUM DISORDERSHEA 21
Reference List
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Cai, Y., & Richdale, A.L., (2016). Educational experiences and needs of higher education
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Jansen, D., Petry, K., Ceulemams, E., Noens, I., & Baeyens, D., (2017). Functioning and
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Appendix A
Interview Questions for A. WardZanotto
1. Could you tell me about what your job is here at the UW and how you got to this position
in your career?
2. I was informed that you completed a study for the UW on student populations…could
you tell me about that study?
3. What are the current resources for students with ASD?
4. What do you think the UW does well when it comes to students with ASD?
5. What were the suggestions that you gave to improve the resources for these students?
6. What informed those suggestions?
7. IS the report available to the public?
8. Has the University of Washington implemented any new resources since the report?