Autistic students' transition to university: barriers to a positive experience

The number of students in higher education who have declared a diagnosis of autism is increasing. This increase is not due to one single identifiable factor but is likely to be influenced by a number of areas in the support of individuals across the autism spectrum, but specifically those individuals educated in mainstream schools. These factors include the improvement in the process of diagnosis for individuals with autism and no intellectual impairment; the impact of earlier interventions and a focus on supporting increased academic achievement at school and/or college; and the development of disability legislation in the educational arena.

In September 2018 the body of students with autism starting their first year at university in the UK included my 23 year old son. This was the genesis of this research as I became ever more aware of the support that was available to him and whether it truly met his needs.

Through the use of a case study, this research study explores autistic students’ experience of transition into one university and includes the views of autistic students and the professional university staff who support them. The research design is shaped by bioecological systems theory, placing the student at the centre of their ecosystem, and acknowledging that their support comes from the interactions with, and of, those surrounding them. Analysis of the results of this study is undertaken through a critical disability theory lens, focused on ableism.

This exploration shines a light on both the positive and negative aspects of the experience of autistic students at this university and concludes with recommendations for the further development of the support offered to this university’s autistic students.