Dr. Charlotte C. Mann, Department of Counseling and Applied Behavioral Studies, University of Saint Joseph

Title: Supporting the Needs of Students with Autism Spectrum Disorder in the College Classroom

Abstract:

Autism Spectrum Disorder (ASD) is characterized as a developmental disorder that negatively impacts social functioning (American Psychiatric Association, 2013). As a result, navigating college can present a particular challenge for individuals with ASD relative to their typically developing peers. Individuals with ASD represent an estimated 0.7-1.9% of the college population (White, Ollendick, & Brey, 2011) and evidence suggests that this number is growing. The Massachusetts Department of Higher Education surveyed college student disability services departments and 25/26 departments reported that the number of students with ASD on their campus had increased over the past 5 years (p 95; Report from the Governor’s Special Commission Relative to Autism, 2013). Approximately 17% of the 50,000 youth diagnosed with ASD who leave high school every year in the United States attend a 4-year college or university (Roux, Shattuck, Rast, Rava, & Anderson, 2015). Though more students with ASD are entering college, reviews of attrition and graduation records found that the completion rate for these students is 79.5% (Roux et al, p 46), a full 10 points lower than college-students with other disabilities. High attrition rates are concerning both for the students with ASD who are not attaining degrees and for post-secondary institutions that are losing qualified students. This presentation will highlight recent advancements in research orbiting around what faculty and administrators can do to facilitate the success of students with ASD in their classroom.

Learning objectives:

1. Explain how the core diagnostic features of ASD may present challenges to college students.

2. Describe how universal design techniques can be used to improve the experiences of all students in their classroom.

3. Identify at least 1 strategy that can be incorporated into their pedagogy to support students on the autism spectrum.