Mismatched to Needs and Not Evidence-Based: A Literature Review of Postsecondary Autistic Student Supports

• In Event: AERA Roundtable Session Wednesday 3:45 pm - Gold 2
  In Roundtable Session: Pathways to Independence: Postsecondary Experiences for Students with Disabilities

Abstract

Autistic young adults are enrolling in postsecondary schools at higher rates than ever, and they often require support in order to access their educational programs. A systematic review of the literature was conducted, to understand their perspectives on support needed. After analyzing the 26 studies that met inclusion criteria, three themes were found: autistic postsecondary students want non-academic support, institutions should reduce barriers to support, and autistic students appreciate having institutional support. The first-person perspectives were contextualized with data on accommodation efficacy, showing that the most commonly-offered supports are not evidence-based. Future research should evaluate supports matched to autistic students’ needs, to enable postsecondary institutions to offer accommodations that impact the educational outcomes of retention, GPA, and graduation rates.

Authors

• Amy Hoffman, University of California - Riverside

• Katherine Meltzoff, University of California - Riverside