Neurodiversity at DePauw: In The Classroom / Teaching Resources / Higher Ed Support

"In this study, we examine autistic students’ transition and adjustment experiences to explore how they can be further supported to move through this initial period. As non-autistic researchers, we wanted to capture autistic voices and perspectives to understand how to better support autistic students through transition rather than making decisions on what works for them."

"The article reviews the accommodations individuals received and the accommodations they would have liked to receive. Concrete strategies are provided for institutes of higher education to address the social and sensory needs of autistic students, areas many participants reported being neglected in their academic experience, such as mentors and a neurodiverse space."

"Academic institutions are currently developing special programs based on the belief that the overall success of universities relies on the integration of diverse population groups. This study investigates the role of the organizational support to lecturers to facilitate the integration of students with high-functioning autism (HFA)."

"The purpose of this qualitative research study was to document the ways in which supportive faculty members responsively approach students with ASD in their teaching roles. The findings of this study suggest that faculty members who were nominated as exceptional teachers and advisors to students with ASD drew from experiences of prior connections with individuals with disabilities, a belief in student abilities, setting high expectations for students, the development of caring relationships with students with ASD, an authentic passion for teaching, and a commitment to social justice."

Findings revealed that autism is often an "invisible" disability on campuses, and there are many things that professors need to know with regard to working with these students in particular. Implications for practice are discussed.

Relatively limited research has been devoted to understanding the postsecondary experience from the students' perspectives. In the current study, individual interviews were conducted with university students with autism spectrum disorder and students with Attention Deficit/Hyperactivity Disorder to investigate likely factors impeding meaningful postsecondary experiences.

This article describes results of structured interviews with college students on the autism spectrum concerning their career planning experiences. Participants attended community colleges and/or universities in Virginia and ranged from freshmen through graduate school. Results describe four emerging themes based on students' knowledge of, and participation in, career related services and supports. These are choosing a major, using career centers, self-disclosure, and career related services and supports.

There have been significant developments in the field of statistics education over the past decade that have improved outcomes for all students. However, there remains relatively little research on the best practices for teaching statistics to students with disabilities. This article describes a conceptual visual approach to teaching a college level general education statistics course aimed at addressing the needs of students with disabilities and other struggling students.

This Special Issue of the Journal of Autism and Developmental Disorders includes articles covering the topics of self-reported experiences from college students with ASD, explorations of bullying prevalence and underlying issues, parental insight into ways in which we can support students with ASD to give them the best opportunity for success in post-secondary academic settings, and finally a review of evidence-based programs for college students with ASD and reports on emerging support options that are currently being evaluated in the field.

This practice brief presents a framework for disability service providers (DSPs) to utilize and guide instructors to create accessible class materials and assessments. Following a “plan, deliver, assess” structure, the framework includes multiple tools, including self-assessments, check lists, and work sheets, that instructors can use following PD activities to continue to make their teaching more accessible.