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Poster #77 - Education is not one size fits all: Supports for college students with autism spectrum disorder

Sat, March 23, 2:30 to 3:45pm, Baltimore Convention Center, Floor: Level 1, Exhibit Hall B

Integrative Statement

An increasing number of students with Autism Spectrum Disorder (ASD) are pursuing a college education, yet only 39% of students with ASD go on to graduate (Newman et al., 2011). Adolescents with ASD typically receive high levels of structure and support while in high school, from both educators and family. Once in college, students with ASD face significant challenges in achieving academic success, making friends and interacting socially, and managing the demands of independent living.
This qualitative study was conducted at a small, public, liberal arts university where there are 40 students with ASD currently registered with the Office of Disability Resources (ODR). The university’s total estimated students with disabilities is 11% of the student population, which is higher than the average 4% at other universities in the state. The study explored existing programs at other universities nationwide and considered current resources at our institution. Individual interviews and an online survey were utilized to gather feedback from students on the spectrum, administrators, and faculty regarding the effectiveness of current programming and the possibility of creating a future program specifically for the population of students with ASD.
Other universities have implemented programs designed specifically to support students with ASD, promoting retention and graduation. The programs vary on the levels of support provided, and there is a dearth of empirical data as to their effectiveness. The supports offered include peer-mentoring, credit bearing courses on topics such as independent living and career planning, Learning Strategists, supervised study hours, Life Coaches, social outings specifically for the ASD population, and therapists who specialize in ASD.
The participants answered 14 open-ended questions regarding either their experience as a person with ASD or with working with students with ASD. Questions explored individuals’ encounters with existing programming, challenges faced, gaps in current supports, and the feasibility/desire to implement the programs found at other institutions.
Administrators had positive responses to each of the proposed programs, with over 50% approval on each, but acknowledged that there was a lack of funding. All but one of the administrators interviewed felt that the current supports were insufficient, given the university’s appeal to students with disabilities.
Faculty in general had a negative response toward credit bearing curriculum and expressed concern that ASD specific programming could lead to stigmatization. While some had run into difficulties with their students on the spectrum, most saw real value on having students with ASD in the classroom (e.g. unique perspectives, inquisitiveness).
Students reported that they were drawn to the small, community feel of our institution, and, in general, felt supported and included. They acknowledged, however, struggles with making friends and expressed interest in programs that would support social interaction.
Overall, participants were interested in creating programming specific for our students with ASD. Seventy-four percent of our participants were interested in a peer-mentoring program, emphasizing the importance of interacting with the university community. Another major theme found across data was that ODR is understaffed and underfunded, and could greatly benefit from receiving more resources from the university.

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