A scoping review of supports on college and university campuses for autistic post-secondary students

Hilary Nelson · Jill Ciesielski · Heather M. Brown · Jackie Ryan · Margot E. Stothers · Emily C. Coombs +6 more

12 citations0/0 files storedFrontiers in Education

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Disability Education and Employment Higher Education Research Studies Autism Spectrum Disorder Research

Abstract

Given the demand to better address the principles of equity, diversity, inclusion, and accessibility in higher education, research into both barriers and promising practices to support autistic students on post-secondary campuses has advanced significantly in the last decade. The objective of this scoping review is to identify, map, and characterize literature that enumerates and describes supports for autistic post-secondary students. This scoping review was limited to peer-reviewed research published between January 2012 and May 2022, in these databases: Web of Science, PsycINFO, Medline, EMBASE, ERIC, Social Work Abstracts, Social Services Abstracts, and EMCARE. The review aligns to Joanna Briggs Institute methodology for scoping reviews and includes consultation with an expert panel made up of the Autistic Community Partners–four autistic individuals with postsecondary experience who acted as co-researchers. Literature on creating accessible campuses were mapped in three ways: (1) through the four domains of the PASS Taxonomy; (2) ten support categories characterizing types of supports, and (3) nine emergent themes, based on autistic experiences on support and campus navigation, were inductively and iteratively coded throughout process. This review summarizes both areas that have been researched and under-studied areas in the literature that act as contributors or challenges for autistic students on postsecondary campuses. It was also the first scoping review, to our knowledge, to integrate lived experience within the methods and results analysis to describe the current state of the evidence on post-secondary campuses. Mapping the literature in known and emerging categories indicated that broad categories of support are experienced variably by autistic students. Findings provide multiple avenues for future research.

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2018PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation 2005Scoping studies: towards a methodological framework 2010Scoping studies: advancing the methodology 2022Best practice guidance and reporting items for the development of scoping review protocols 2012Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder 2014Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs 2020Neurodiversity in higher education: a narrative synthesis 2014Systematic Review of Articles Describing Experience and Supports of Individuals with Autism Enrolled in College and University Programs

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