Abstract
This paper systematically identifies, maps and evaluates specific types of provision for autistic students published on university websites at 120 institutions throughout the UK. Within these data we identify trends in relation to geographical region, university group, and the Teaching Excellence Framework rating. We employ Nancy Fraser’s theory of social justice to unpack the reasons that underlie the differentials in provision across UK higher education institutions. Findings identify eight categories of provision tailored specifically for autistic students from ‘supporting transition to university’ to ‘social groups’ and suggest that there are institutions across the UK with evidence of more developed provision. Our data show, however, that resources and provision are not distributed equitably, raising implications for autistic students’ parity of participation in higher education.
Highlights
This paper systematically identifies, maps and evaluates specific types of provision for autistic students published on university websites at 120 institutions throughout the UK
Websites, the purpose of which was to show what prospective students with autism or their parents/carers might be able to find should they be looking for an institution with such ee provision
Most of the time having a specific section iew on the website for students with autism was an indicator that further provision would be good
Summary
This paper systematically identifies, maps and evaluates specific types of provision for autistic students published on university websites at 120 institutions throughout the UK Within these data we identify trends in relation to geographical region, university group, and the Teaching. We employ Nancy Fraser’s (1997; 2000; 2009) theory of social justice to unpack the reasons that underlie the differentials in provision across UK higher education institutions. This paper systematically identifies, maps and evaluates specific types of provision for autistic ee students published on university websites at 120 institutions throughout the UK Within these data we identify trends in relation to geographical region, university type, and the Teaching. We employ Nancy Fraser’s (1997; 2000; 2009) theory of ev social justice to unpack the reasons that underlie the differentials in provision across UK higher education institutions (HEIs)
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