Abstract
The rise in college enrollment of students with autism has highlighted unique academic, social, emotional, and executive functioning challenges. To address these needs, there is an urgent call for tailored support programs. Despite the demand for comprehensive support, a national shortage of autism-specific programs persists. This study, drawing upon empowerment theory, assesses the effectiveness of support systems empowering autistic students in higher education. This call-to-action paper emphasizes the necessity for federal intervention to establish training programs for college staff and academic support systems to facilitate the success of postsecondary students with autism. In addressing the keywords of higher education autism, college students with disabilities, autism support for adults, transition to adulthood, and accommodations, this paper advocates for vital changes to support this growing demographic.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call