Word and Deed: Understanding Academic and Social Experiences of Neurodivergent Students Within an Inclusive University

• In Event: Sheraton Roundtable Session Nine
  In Roundtable Session: Narratives and Experiences of Life Beyond Secondary Education (Table 15)

Abstract

An ever-increasing number of Autistic and Neurodivergent students are enrolling in higher education, yet research from the student perspective remains limited. This paper focuses on the experiences of Autistic/Neurodivergent students attending a university known for its commitment to inclusion and disability rights. We conducted qualitative Interviews with current students addressing academic, social, and residential experiences and needs. The greatest areas of need involved accessing accommodations and interacting with students and professors, especially when self-advocacy was involved. Grounded in Disability Studies in Education and Neurodiversity frameworks, we argue that Autistic/Neurodivergent students should not be pressured to adapt to already existing structures, but should participate in redefining the experience of higher education.

Authors

• Nathan Hughes, Syracuse University
  Presenting Author

• Christine Elaine Ashby, Syracuse University
  Presenting Author