Quick Search:

Canadian Mapping of Postsecondary Supports for Autistic Students

Ames, Megan, Coombs, Courtney, Duerksen, Kari, Vincent, Jonathan ORCID: https://orcid.org/0000-0001-6278-4670 and McMorris, Carly (2021) Canadian Mapping of Postsecondary Supports for Autistic Students. Research in Autism Spectrum Disorders, 90 (101899).

[img] Text
Manuscript_deidentified_R1.pdf - Accepted Version
Restricted to Repository staff only until 15 December 2024.
Available under License Creative Commons Attribution Non-commercial No Derivatives.

[img] Text (Canadian Mapping of Postsecondary Supports for Autistic Students)
Manuscript_deidentified_R1.docx - Accepted Version
Restricted to Repository staff only until 15 December 2024.
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Abstract

Background. Many autistic students have a variety of strengths and the desire to succeed in postsecondary education. Nonetheless, most autistic students report not receiving adequate support in postsecondary education to ensure their success. Students also report difficulty in navigating complex institutional systems. We conducted an environmental scan of autism-specific supports (e.g., website information, transition programs, peer mentoring) available to autistic students within Canada’s publicly-funded postsecondary institutions. We also examined distribution of autism-specific supports across institutional type (i.e., university, junior college, technical/vocational) and geographic region.
Method. A Boolean search strategy was used to collect data from institutional websites.
Results. Of the 258 publicly-funded postsecondary institutions in Canada, only 15 institutions (6%) had at least one support. Of the 15 institutions identified, the most common autism-specific support included information on the institution’s website (67%), followed by transition to university support (47%), social group(s) (33%), peer mentoring (27%), specialist tutoring and support with daily living (20%), transition to employment support (13%), and student-led societies and autistic student advocate (7%). In general, universities and institutions in Central Canada (i.e., Ontario, British Columbia) had a disproportionate number of supports.
Conclusions. There are promising advances with respect to autism-specific supports in post-secondary institutions across Canada. We recommend further research to better understand how students access these supports and more comprehensive evaluations of such supports, specifically informed by collaborations with autistic students.

Item Type: Article
Status: Published
DOI: https://doi.org/10.1016/j.rasd.2021.101899
Subjects: B Philosophy. Psychology. Religion > BF Psychology > BF712-724.85 Developmental psychology
L Education > L Education (General)
School/Department: School of Education, Language and Psychology
URI: https://ray.yorksj.ac.uk/id/eprint/5799

University Staff: Request a correction | RaY Editors: Update this record