Supporting staff and students on the autism spectrum in tertiary settings: The development of an interactive website - Final report

Evidence, both anecdotal and in the literature, would indicate that there are an increasing numbers of students on the autism spectrum attending tertiary institutions (Fleischer, 2012; VanBergeijk & Cavanaugh, 2012). Students on the autism spectrum who were diagnosed before starting tertiary education will typically have had significant support and scaffolding from family and teachers in high school. These students will be accustomed to this high level of support and may experience difficulties without similar support in the tertiary education environment. Other students may enter tertiary education without a formal diagnosis, however in the less structured tertiary setting their life may break down, leading to an eventual diagnosis. Regardless of their diagnostic history, when students on the autism spectrum transition into tertiary settings (where there are not as many support structures) the transition period can be extremely challenging – not only for the student and their family but also the academic and administrative staff. The characteristics that are typically seen in students on the autism spectrum can present a confusing and challenging picture for academic and professional staff. Many staff will not be familiar with the difficulties that face these students – difficulties such as sensory overload, finding a way to cope with the differing learning environments, the lack of clear structure and predictability, time management, group work, problems with communication and social interactions, and significant anxiety (Hastwell, Harding, Martin, & Baron-Cohen, 2013). While both state and federal government agencies fund school-based programs for students on the autism spectrum and professional development for teachers, there are no similar government funded programs for either students or staff in tertiary institutions. The website ‘Supporting tertiary students with ASD’ developed by OTARC and La Trobe University provides excellent informational resources but it does not provide visual or interactive materials or training for staff. The ‘New Steps’ program provides scaffolding for young people on the spectrum to assist the transition between secondary school and either jobs or further study (Autism Queensland, 2014). Therefore, whilst there is undoubtedly an increased awareness of the prevalence of Autism Spectrum Conditions within society, there is a troubling ‘gap’ in relation to appropriate resources a) for staff supporting students in the tertiary environment and b) for the tertiary student themselves.