About this paper

Appears in:
Pages: 2561-2567
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.1546

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

SUPPORTING STUDENTS ON THE AUTISM SPECTRUM THROUGHOUT THEIR UNIVERSITY STUDIES

M. Merino, M. Lancho, C. García Serna

Autismo Burgos (SPAIN)
Students with autism spectrum disorders (ASD) often find it difficult to deal with changes. They need specific support to manage transitions, especially ones that involve a variety of demands in different areas of life. The transition from high school to university and higher education is an example of such a period in a young person’s life, involving social, personal and academic demands.

In the Autism&Uni project, we have collected data from students with ASD, their families and carers, as well as specialists and professionals in higher education institutions. This data has been analyzed to identify supports that could help students with ASD to achieve academic and social goals, and to collect examples of good practice from the countries involved in the project.

The results highlight a number of critical periods. Prior to the transition, vocational guidance is crucial. The students may have difficulty making realistic choices that are based on their skills rather than just interests. Acquisition of independent living skills is an important goal that can affect the choice of courses. For equality in terms of access to higher education, some students with ASD also need specific adaptations in the exam situation to avoid sensory overload and stress-induced loss of concentration.

First-year students’ identified needs revolve around specific academic support and assistance with daily living skills. They need to establish structure, find their way to various locations and learn to manage their timetables. They face the tasks of disclosing their diagnosis, engaging socially with other students, and handling study-related paperwork.

In the later stages of their studies, typical support needs involve exam situations, dealing with anxiety, developing social support networks, and accessing grants and other forms of financial support.
@InProceedings{MERINO2016SUP,
author = {Merino, M. and Lancho, M. and Garc{\'{i}}a Serna, C.},
title = {SUPPORTING STUDENTS ON THE AUTISM SPECTRUM THROUGHOUT THEIR UNIVERSITY STUDIES},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.1546},
url = {http://dx.doi.org/10.21125/inted.2016.1546},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {2561-2567}}
TY - CONF
AU - M. Merino AU - M. Lancho AU - C. García Serna
TI - SUPPORTING STUDENTS ON THE AUTISM SPECTRUM THROUGHOUT THEIR UNIVERSITY STUDIES
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.1546
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 2561
EP - 2567
ER -
M. Merino, M. Lancho, C. García Serna (2016) SUPPORTING STUDENTS ON THE AUTISM SPECTRUM THROUGHOUT THEIR UNIVERSITY STUDIES, INTED2016 Proceedings, pp. 2561-2567.
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