Abstract:

The increasing worldwide prevalence of autism spectrum disorder has drawn considerable attention to the difficulties experienced by individuals with high-functioning autism, particularly in educational contexts. In recent years, there has been a substantial rise in the number of students diagnosed with high-functioning autism spectrum disorder (HFASD) who are attending mainstream education classes. This trend presents significant challenges for educational environment, largely due to the wide variability in symptoms and support needs among these students. Although young people with HFASD are enrolling in higher education more frequently, their academic achievement and graduation rates remain lower compared to those of students with typical development. Students with HFASD often face numerous challenges in educational settings, particularly in meeting academic, social, and behavioral expectations. These challenges can be addressed more effectively through collaborative efforts among educational staff who recognize that the curriculum should be accessible to all learners. Many individuals on the autism spectrum possess the intellectual capacity required for academic success; however, difficulties related to executive functioning may interfere with their ability to achieve optimal outcomes. Modern educational systems are increasingly adopting inclusive education models in which students participate alongside their same-aged peers to the greatest extent possible. Despite the existence of inclusive education policies, their practical implementation remains challenging, especially when it comes to adapting teaching methods to individual learning needs. Educators therefore need to identify and apply effective, evidence-based strategies to support adolescents with HFASD in achieving both academic and social goals. This article reviews research programs and support services aimed at addressing the needs of students with HFASD in higher education and examines the psychosocial and academic difficulties that influence their emotional well-being, social engagement, and participation in learning. The main aim of this article is to promote greater awareness, advocacy, and understanding of children with autism within general education environments.

Keywords:

High-functioning autism spectrum disorder (HFASD), higher education, educational challenges, educational system, inclusion.