1. Matthew Bennett ASPECT Autism in Education Conference Melbourne Convention & Exhibition Centre, Melbourne, VIC, Australia Friday, 6 th May 2016 at 9.40am Challenges and Supports for Autistic Spectrum University Students

2. Today’s talk has two aims: First, to explain the barriers which students on the autism spectrum encounter at University. Second, to explain the strategies which University staff can use to help students on the autism spectrum succeed at University. The aims of today’s talk

3. Children began to be diagnosed on the autism spectrum in increasing numbers during the 1990s. Due to early diagnosis and intervention, many of these students are now able to complete University. Inclusive education policies and laws, such as the Disability Discrimination Act, have enabled more students on the autism spectrum to attend University. Reasons for more University attendance

4. Often the autism spectrum is not obvious as other more commonly understood disabilities, such as blindness and deafness. Usually University staff, and other students, are not able to recognize the autism spectrum. Hence they do not make accommodations that are typically made for individuals with more visible disabilities. Challenges teaching University students on the autism spectrum

5. Often students on the autism spectrum do not report their disability. The autism spectrum is a diverse condition. Consequently, strategies which work for one student on the autism spectrum may not work for another student. Challenges teaching University students on the autism spectrum

6. Despite numerous challenges, students on the autism spectrum may exhibit characteristics which could be beneficial in a University environment. Students on the autism spectrum may be passionate about studying, focusing on academic goals, and exhibiting a greater attention to detail. The positives of higher education

7. For some individuals on the autism spectrum University can be a more positive experience than high school. For example, Stephen Shore (2003) reported that he appreciated college and he met people who appreciated him. The positives of higher education

8. “Students with AS [Asperger syndrome] and HFA [High Functioning Autism] are continuing to apply to and are enrolling in IHEs [Institutions of Higher Education] and yet we still do not clearly know how to best serve them, capitalize on their strengths, accommodate for their challenges, and retain them in college and University programs”. Currently, there is a small amount of research on the types of accommodations that are beneficial to University students on the autism spectrum. The gap in the literature

9. Smith’s (2007) study Barnhill’s (2016) study Studies on accommodations for students on the autism spectrum

10. Smith (2007) distributed a survey to tertiary education providers that were members of the Association of Higher Education and Disability (AHEAD). The purpose of the survey was to identify what accommodations are currently offered to students. 102 tertiary education institutions were randomly selected. None of the tertiary institutions surveyed provided accommodations to address the specific needs of students with Asperger syndrome. Smith’s (2007) study

11. Barnhill’s (2016) study contained a survey of 20 questions, with three sections. Section One The first section of the survey requested demographic information in a closed question format. For example, type of institution (public or private; community college or a University), total college enrollment, and current enrollment for students with Asperger syndrome. Barnhill’s (2016) study

12. Section Two The tertiary education institution was asked about the percentage of students with Asperger syndrome who accessed support services, from a specified list. Tertiary education institutions were also asked which supports had and had not been helpful to students with Asperger syndrome. The final two questions asked were: 1. whether there were additional fees for these services and if so to indicate the cost, and 2. if any faculty members were trained to understand the autism spectrum. Barnhill’s (2016) study

13. Section Three The third, and final section of the survey, requested information on outcomes; including the number of students who graduated, the percentage of students who completed their degrees, and the length of time taken to complete the degree. The final question asked the tertiary education institution to describe any other information which may be helpful to other institutions interested in developing support programs for students with Asperger syndrome. Barnhill’s (2016) study

14. Barnhill’s (2016) study Results - Sample Characteristics

15. Barnhill’s (2016) study Results - Accommodations and Supports

16. Several education providers indicated that their employment participation programs were still new and that employment issues would be addressed later in the student’s degree. Accommodations not often provided included extra time for assignments. In contrast, most respondents indicated that they worked individually with students on the autism spectrum to improve their executive functioning skills so that they could learn to manage their assignments in a timely manner. Barnhill’s (2016) study Results - Accommodations and Supports

17. Individual planners Vocational assessment Mental health counsellors Preferential seating Readers for tests Accommodations for sensory needs without penalty The suggestion that students take the required freshman seminar the first semester of freshman year rather than the second semester Barnhill’s (2016) study Results - Accommodations and Supports

18. For some education providers they indicated that some students on the autism spectrum stated that they did not want a specific support group because they did not want to “hear the same old stuff”. One education provider reported that they attempted to start a support group for females with Asperger syndrome but the leader was a male and the group disbanded. Barnhill’s (2016) study Results - Problems with Support Programs

19. Budget and staff constraints prevented most education providers from giving all students on the autism spectrum support services. Tertiary education providers that have funding challenges may want to consider giving graduate students an internship, as part of their degree requirements, where they become peer mentors for students on the autism spectrum. Barnhill’s (2016) study Results - Accommodations and Supports

20. What is the best way to integrate these students into the University population so that they are not marginalized? Is there a need to develop a more structured admission criteria to support programs to determine which students might be best served? Should summer transition programs be developed to assist students on the autism spectrum in acquiring the skills needed to be successful in tertiary education? Directions for future research

21. Increased numbers of students on the autism spectrum attending University A more diverse higher education sector A more inclusive society Conclusion

22. Barnhill, G. P. (2016). Supporting Students With Asperger Syndrome on College Campuses: Current Practices. Focus on Autism and Developmental Disabilities, 31(1), 3-15. Smith, C. P. (2007). Support services for students with Asperger’s syndrome in higher education. College Student Journal, 41, 515-531. References