Autism Spectrum Disorder: Reconceptualising Support for Neurodiverse Students in Higher Education

Autor/inn/en	Evans, Dena; Granson, Matthew; Langford, David; Hirsch, Sophie
Titel	Autism Spectrum Disorder: Reconceptualising Support for Neurodiverse Students in Higher Education
Quelle	In: Journal of Higher Education Policy and Management, 45 (2023) 2, S.243-257 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Evans, Dena) ORCID (Langford, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2023.2180168
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Student Needs; Higher Education; College Students; Gender Differences; Student Personnel Services; Self Disclosure (Individuals); Interpersonal Relationship; Interaction; Barriers; College Environment; Urban Schools; Student Characteristics; Grade Point Average; Program Effectiveness; Friendship; Self Management; Anxiety + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Geschlechterkonflikt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Hochschulumwelt; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Freundschaft; Selbstmanagement; Angst
Abstract	The number of students with ASD entering higher education is increasing. Ensuring that appropriate support structures are in place is imperative for their academic, social, and personal success. However, research on students with ASD often does not include student perspectives. Mismanagement of students' transition into higher education institutions, coupled with a general lack of knowledge regarding their unique needs, can lead to anxiety, stigmatisation, bullying, and poor performance. The objective of this cross-sectional mixed-methods study was to explore the academic, social, institutional, and environmental challenges of students with ASD. Convenience sampling resulted in a sample of 74 students enrolled at a large, urban research university in the southeastern United States. Findings revealed significant differences between gender and use of support services, diagnosis disclosure, social engagement, and difficulties interacting with neurotypical people in an environment often perceived as ill-equipped to provide support. Consequently, potential institutional, programmatic, and policy implications emerged. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01