Craig Thompson1,2, Sven Bölte1,2,3,4, Torbjörn Falkmer1,2,5,6, Sonya Girdler1,2. 1. a Cooperative Research Centre for Living with Autism (Autism CRC) , Long Pocket, Brisbane , Queensland , Australia. 2. b School of Occupational Therapy, Social Work and Speech Pathology , Curtin University , Perth , Western Australia , Australia. 3. c Department of Women's and Children's Health , Pediatric Neuropsychiatry Unit, Center of Neurodevelopmental Disorders at Karolinska Institutet (KIND), Child and Adolescent Psychiatry Research Center, Karolinska Institutet , Stockholm , Sweden. 4. d Child and Adolescent Psychiatry, Center for Psychiatry Research , Stockholm County Council , Stockholm , Sweden. 5. e Pain and Rehabilitation Centre, and Department of Medical and Health Sciences , Linköping University , Linköping , Sweden. 6. f Department for Rehabilitation , Jönköping University , Jönköping , Sweden.
Abstract
BACKGROUND: Despite recognition of the challenges faced by students with autism spectrum disorders (ASD) there is limited understanding of the barriers and facilitators to participation in major life areas, such as being a university student. AIM/ OBJECTIVE: This research aimed to examine viewpoints on what affects the success of Australian university students with ASD. MATERIAL AND METHOD: Q-methodology was used to describe the viewpoints of university students with ASD, their parents and their mentors, on success at university for students with ASD. A total of 57 participants completed the Q-sort. RESULTS/ FINDINGS: Three viewpoints emerged; Individualised Support, Contextual Support and Social Support. CONCLUSIONS: This study highlighted that supports need to be individualized to the barriers and facilitators faced by Australian students with ASD. Supports also need to be contextualized to the built and social environments of universities. SIGNIFICANCE: This study supports the premise that environmental interventions can be effective in facilitating participation in major life areas, such as university education. Peer mentoring for students with ASD may have utility for this group, but should be extended to include social, emotional and psychological support.
BACKGROUND: Despite recognition of the challenges faced by students with autism spectrum disorders (ASD) there is limited understanding of the barriers and facilitators to participation in major life areas, such as being a university student. AIM/ OBJECTIVE: This research aimed to examine viewpoints on what affects the success of Australian university students with ASD. MATERIAL AND METHOD: Q-methodology was used to describe the viewpoints of university students with ASD, their parents and their mentors, on success at university for students with ASD. A total of 57 participants completed the Q-sort. RESULTS/ FINDINGS: Three viewpoints emerged; Individualised Support, Contextual Support and Social Support. CONCLUSIONS: This study highlighted that supports need to be individualized to the barriers and facilitators faced by Australian students with ASD. Supports also need to be contextualized to the built and social environments of universities. SIGNIFICANCE: This study supports the premise that environmental interventions can be effective in facilitating participation in major life areas, such as university education. Peer mentoring for students with ASD may have utility for this group, but should be extended to include social, emotional and psychological support.
Entities:
Keywords:
Autism; Education; Q-methodology; University