Barriers and facilitators to supporting Canadian autistic postsecondary students: Experiences of accessible learning staff and administrators / Jonathan VINCENT ; Carly A. MCMORRIS ; Megan E. AMES in Research in Autism Spectrum Disorders, 109 (November 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 109 (November 2023) . - 102260 Titre : Barriers and facilitators to supporting Canadian autistic postsecondary students: Experiences of accessible learning staff and administrators Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan VINCENT, Auteur ; Carly A. MCMORRIS, Auteur ; Megan E. AMES, Auteur Article en page(s) : 102260 Langues : Anglais (eng) Mots-clés : Autism  Higher education  Postsecondary education  Supports  Academic staff Index. décimale : PER Périodiques Résumé : Background Specific supports like social skills training, support groups, and mentorship programs can improve autistic postsecondary students' chances of success. To improve inclusion practices, it is vital to understand the experiences of key staff and administrators who support autistic students during their postsecondary education. This mixed-methods study provides insight into the scope, strengths, and weaknesses of autism-specific services among Canadian universities from the perspective of university staff and administrators associated with accessibility services. Method Thirty-six staff and administrators (N = 36) from publicly-funded Canadian universities responded to an online survey, and eight participated in a follow-up semi-structured interview. Descriptive statistics and reflexive thematic analysis were conducted. Results Half of the participants endorsed having support for autistic students; the most common being for transition to university. Main obstacles to providing autism-specific supports included a need for more funding, knowledgeable staff, and institutional support. In the interviews, participants reported a strong desire to support autistic students; however, noted several barriers, including under-resourced challenges faced by staff and limitations to funding. Conclusions Findings highlight financial and practical challenges to supporting autistic students on postsecondary campuses. We advocate for the implementation and evaluation of wrap-around services for autistic students to enhance their success and promote social inclusion. Achieving this will require changes at all levels of the university system, including leadership and policy decisions involving autistic advocates' perspectives. En ligne : https://doi.org/10.1016/j.rasd.2023.102260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=517 [article] Barriers and facilitators to supporting Canadian autistic postsecondary students: Experiences of accessible learning staff and administrators [Texte imprimé et/ou numérique] / Jonathan VINCENT, Auteur ; Carly A. MCMORRIS, Auteur ; Megan E. AMES, Auteur . - 102260. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 109 (November 2023) . - 102260 Mots-clés : Autism  Higher education  Postsecondary education  Supports  Academic staff Index. décimale : PER Périodiques Résumé : Background Specific supports like social skills training, support groups, and mentorship programs can improve autistic postsecondary students' chances of success. To improve inclusion practices, it is vital to understand the experiences of key staff and administrators who support autistic students during their postsecondary education. This mixed-methods study provides insight into the scope, strengths, and weaknesses of autism-specific services among Canadian universities from the perspective of university staff and administrators associated with accessibility services. Method Thirty-six staff and administrators (N = 36) from publicly-funded Canadian universities responded to an online survey, and eight participated in a follow-up semi-structured interview. Descriptive statistics and reflexive thematic analysis were conducted. Results Half of the participants endorsed having support for autistic students; the most common being for transition to university. Main obstacles to providing autism-specific supports included a need for more funding, knowledgeable staff, and institutional support. In the interviews, participants reported a strong desire to support autistic students; however, noted several barriers, including under-resourced challenges faced by staff and limitations to funding. Conclusions Findings highlight financial and practical challenges to supporting autistic students on postsecondary campuses. We advocate for the implementation and evaluation of wrap-around services for autistic students to enhance their success and promote social inclusion. Achieving this will require changes at all levels of the university system, including leadership and policy decisions involving autistic advocates' perspectives. En ligne : https://doi.org/10.1016/j.rasd.2023.102260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=517

Canadian mapping of autism-specific supports for postsecondary students / Megan E. AMES in Research in Autism Spectrum Disorders, 90 (February 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 90 (February 2022) . - 101899 Titre : Canadian mapping of autism-specific supports for postsecondary students Type de document : Texte imprimé et/ou numérique Auteurs : Megan E. AMES, Auteur ; Courtney E. M. COOMBS, Auteur ; Kari N. DUERKSEN, Auteur ; Jonathan VINCENT, Auteur ; Carly A. MCMORRIS, Auteur Article en page(s) : 101899 Langues : Anglais (eng) Mots-clés : Autism  Postsecondary  University  College  Support(s)  Environmental scan Index. décimale : PER Périodiques Résumé : Background Many autistic students have a variety of strengths and the desire to succeed in postsecondary education. Nonetheless, most autistic students report not receiving adequate support in postsecondary education to ensure their success. Students also report difficulty in navigating complex institutional systems. We conducted an environmental scan of autism-specific supports (e.g., website information, transition programs, peer mentoring) available to autistic students within Canada’s publicly-funded postsecondary institutions. We also examined distribution of autism-specific supports across institutional type (i.e., university, junior college, technical/vocational) and geographic region. Method A Boolean search strategy was used to collect data from institutional websites. Results Of the 258 publicly-funded postsecondary institutions in Canada, only 15 institutions (6%) had at least one support. Of the 15 institutions identified, the most common autism-specific support included information on the institution’s website (67%), followed by transition to university support (47%), social group(s) (33%), peer mentoring (27%), specialist tutoring and support with daily living (20%), transition to employment support (13%), and student-led societies and autistic student advocate (7%). In general, universities and institutions in Central Canada (i.e., Ontario) had a disproportionate number of provisions. Conclusions There are promising advances with respect to autism-specific supports in postsecondary institutions across Canada. We recommend further research to better understand how students access these supports and more comprehensive evaluations of such supports, specifically informed by collaborations with autistic students. En ligne : https://doi.org/10.1016/j.rasd.2021.101899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Canadian mapping of autism-specific supports for postsecondary students [Texte imprimé et/ou numérique] / Megan E. AMES, Auteur ; Courtney E. M. COOMBS, Auteur ; Kari N. DUERKSEN, Auteur ; Jonathan VINCENT, Auteur ; Carly A. MCMORRIS, Auteur . - 101899. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 90 (February 2022) . - 101899 Mots-clés : Autism  Postsecondary  University  College  Support(s)  Environmental scan Index. décimale : PER Périodiques Résumé : Background Many autistic students have a variety of strengths and the desire to succeed in postsecondary education. Nonetheless, most autistic students report not receiving adequate support in postsecondary education to ensure their success. Students also report difficulty in navigating complex institutional systems. We conducted an environmental scan of autism-specific supports (e.g., website information, transition programs, peer mentoring) available to autistic students within Canada’s publicly-funded postsecondary institutions. We also examined distribution of autism-specific supports across institutional type (i.e., university, junior college, technical/vocational) and geographic region. Method A Boolean search strategy was used to collect data from institutional websites. Results Of the 258 publicly-funded postsecondary institutions in Canada, only 15 institutions (6%) had at least one support. Of the 15 institutions identified, the most common autism-specific support included information on the institution’s website (67%), followed by transition to university support (47%), social group(s) (33%), peer mentoring (27%), specialist tutoring and support with daily living (20%), transition to employment support (13%), and student-led societies and autistic student advocate (7%). In general, universities and institutions in Central Canada (i.e., Ontario) had a disproportionate number of provisions. Conclusions There are promising advances with respect to autism-specific supports in postsecondary institutions across Canada. We recommend further research to better understand how students access these supports and more comprehensive evaluations of such supports, specifically informed by collaborations with autistic students. En ligne : https://doi.org/10.1016/j.rasd.2021.101899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Developing REAL inclusive teaching and learning at university for autistic students through dialogue: a participatory action research project / Jonathan VINCENT in Good Autism Practice - GAP, 16-2 (October 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-2 (October 2015) . - p.41-47 Titre : Developing REAL inclusive teaching and learning at university for autistic students through dialogue: a participatory action research project Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan VINCENT, Auteur Année de publication : 2015 Article en page(s) : p.41-47 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Jonathan s a lecturer in Education Studies and facilitates transition and social support for students on the autism spectrum, and provides staff training on inclusive teaching and learning. He argues that much of the current literature surrounding inclusive practice to support autistic students is authored by staff, parents or other stakeholders, rather than the individuals with the diagnosis themselves. The voices of autistic students were foregrounded in this study. The findings from student-staff dialogue are outlined and recommendations for more inclusive teaching and learning practice for autistic students are identified, Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 [article] Developing REAL inclusive teaching and learning at university for autistic students through dialogue: a participatory action research project [Texte imprimé et/ou numérique] / Jonathan VINCENT, Auteur . - 2015 . - p.41-47. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-2 (October 2015) . - p.41-47 Index. décimale : PER Périodiques Résumé : Jonathan s a lecturer in Education Studies and facilitates transition and social support for students on the autism spectrum, and provides staff training on inclusive teaching and learning. He argues that much of the current literature surrounding inclusive practice to support autistic students is authored by staff, parents or other stakeholders, rather than the individuals with the diagnosis themselves. The voices of autistic students were foregrounded in this study. The findings from student-staff dialogue are outlined and recommendations for more inclusive teaching and learning practice for autistic students are identified, Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271

Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students / Tomisin OREDIPE in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.200-212 Titre : Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students Type de document : Texte imprimé et/ou numérique Auteurs : Tomisin OREDIPE, Auteur ; Bella KOFNER, Auteur ; Ariana RICCIO, Auteur ; Eilidh CAGE, Auteur ; Jonathan VINCENT, Auteur ; Steven K. KAPP, Auteur ; Patrick DWYER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.200-212 Langues : Anglais (eng) Mots-clés : autistic adults  disclosure  neurodiversity  participatory  quality of life  university  well-being Index. décimale : PER Périodiques Résumé : Many autistic people do not learn they are autistic until adulthood. Parents may wait to tell a child they are autistic until they feel the child is œready. � In this study, a participatory team of autistic and non-autistic researchers examined whether learning one is autistic at a younger age is associated with heightened well-being and Autism-Specific Quality of Life among autistic university students. Autistic students (n=78) completed an online survey. They shared when and how they learned they were autistic, how they felt about autism when first learning they are autistic and now, and when they would tell autistic children about their autism. Learning one is autistic earlier was associated with heightened quality of life and well-being in adulthood. However, learning one is autistic at an older age was associated with more positive emotions about autism when first learning one is autistic. Participants expressed both positive and negative emotions about autism and highlighted contextual factors to consider when telling a child about autism. Findings suggest that telling a child that they are autistic at a younger age empowers them by providing access to support and a foundation for self-understanding that helps them thrive in adulthood. Lay abstract People learn they are autistic at different ages. We wanted to know if telling kids they are autistic earlier helps them feel better about their lives when they grow up. We are a team of autistic and non-autistic students and professors. Seventy-eight autistic university students did our online survey. They shared how they found out they were autistic and how they felt about being autistic. They also shared how they feel about their lives now. Around the same number of students learned they were autistic from doctors and parents. Students who learned they were autistic when they were younger felt happier about their lives than people who learned they were autistic when they were older. Students who learned they were autistic when they were older felt happier about being autistic when they first found out than people who did not have to wait as long. Our study shows that it is probably best to tell people they are autistic as soon as possible. The students who did our study did not think it was a good idea to wait until children are adults to tell them they are autistic. They said that parents should tell their children they are autistic in ways that help them understand and feel good about who they are. En ligne : http://dx.doi.org/10.1177/13623613221086700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students [Texte imprimé et/ou numérique] / Tomisin OREDIPE, Auteur ; Bella KOFNER, Auteur ; Ariana RICCIO, Auteur ; Eilidh CAGE, Auteur ; Jonathan VINCENT, Auteur ; Steven K. KAPP, Auteur ; Patrick DWYER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.200-212. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.200-212 Mots-clés : autistic adults  disclosure  neurodiversity  participatory  quality of life  university  well-being Index. décimale : PER Périodiques Résumé : Many autistic people do not learn they are autistic until adulthood. Parents may wait to tell a child they are autistic until they feel the child is œready. � In this study, a participatory team of autistic and non-autistic researchers examined whether learning one is autistic at a younger age is associated with heightened well-being and Autism-Specific Quality of Life among autistic university students. Autistic students (n=78) completed an online survey. They shared when and how they learned they were autistic, how they felt about autism when first learning they are autistic and now, and when they would tell autistic children about their autism. Learning one is autistic earlier was associated with heightened quality of life and well-being in adulthood. However, learning one is autistic at an older age was associated with more positive emotions about autism when first learning one is autistic. Participants expressed both positive and negative emotions about autism and highlighted contextual factors to consider when telling a child about autism. Findings suggest that telling a child that they are autistic at a younger age empowers them by providing access to support and a foundation for self-understanding that helps them thrive in adulthood. Lay abstract People learn they are autistic at different ages. We wanted to know if telling kids they are autistic earlier helps them feel better about their lives when they grow up. We are a team of autistic and non-autistic students and professors. Seventy-eight autistic university students did our online survey. They shared how they found out they were autistic and how they felt about being autistic. They also shared how they feel about their lives now. Around the same number of students learned they were autistic from doctors and parents. Students who learned they were autistic when they were younger felt happier about their lives than people who learned they were autistic when they were older. Students who learned they were autistic when they were older felt happier about being autistic when they first found out than people who did not have to wait as long. Our study shows that it is probably best to tell people they are autistic as soon as possible. The students who did our study did not think it was a good idea to wait until children are adults to tell them they are autistic. They said that parents should tell their children they are autistic in ways that help them understand and feel good about who they are. En ligne : http://dx.doi.org/10.1177/13623613221086700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Uncovering employment outcomes for autistic university graduates in the United Kingdom: An analysis of population data / Jonathan VINCENT in Autism, 28-3 (March 2024)  

Public ISBD [article]  inAutism > 28-3 (March 2024) . - p.732-743 Titre : Uncovering employment outcomes for autistic university graduates in the United Kingdom: An analysis of population data Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan VINCENT, Auteur ; Kevin RALSTON, Auteur Article en page(s) : p.732-743 Langues : Anglais (eng) Mots-clés : autism  college  employment  outcomes  university Index. décimale : PER Périodiques Résumé : International research suggests that increasing numbers of autistic people are entering higher education. Currently, very little is known about this population. For example, the rates of autistic people enrolling at UK-based higher education institutions, the demographics of this population, the subjects they study and particularly their graduate outcomes are unknown. This study is an exploratory analysis of autistic graduate outcomes. We compare outcomes between autistic students, other disabled students and non-disabled students, by sex. The article draws upon population data collected by the Higher Education Statistical Agency in the United Kingdom (N = 1,326,416) across the years 2012-2018. Our findings indicate that the academic programmes studied at university by autistic students are more diverse than typically assumed. We also found that graduates make the transition into a range of employment sectors following graduation, but experience persistent and disparities in economic activity and income. We argue that higher education institutions must focus greater attention on developing more robust and effective employment transition support for autistic students and graduates. Lay abstract International research suggests that more autistic people are entering higher education. Currently, very little is known about this group in the United Kingdom, for example, we have little information about how many autistic people enrol at UK-based higher education institutions, their backgrounds, the academic programmes they study and what they do once they have graduated. Our study tries to explore these issues by comparing outcomes between autistic students, other disabled students and non-disabled students. We use population data collected by the Higher Education Statistical Agency in the United Kingdom, which included 1,326,416 graduates across the years 2012-2018. Our findings indicate that the degree subjects studied at university by autistic students are more diverse than often people think. We also found that graduates go on to work in a range of employment sectors following graduation but often experience worse outcomes in terms of access to full-time work and worse pay. We argue that universities and colleges must focus greater attention on developing better employment transition support for autistic students and graduates. En ligne : https://dx.doi.org/10.1177/13623613231182756 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 [article] Uncovering employment outcomes for autistic university graduates in the United Kingdom: An analysis of population data [Texte imprimé et/ou numérique] / Jonathan VINCENT, Auteur ; Kevin RALSTON, Auteur . - p.732-743. Langues : Anglais (eng) in Autism > 28-3 (March 2024) . - p.732-743 Mots-clés : autism  college  employment  outcomes  university Index. décimale : PER Périodiques Résumé : International research suggests that increasing numbers of autistic people are entering higher education. Currently, very little is known about this population. For example, the rates of autistic people enrolling at UK-based higher education institutions, the demographics of this population, the subjects they study and particularly their graduate outcomes are unknown. This study is an exploratory analysis of autistic graduate outcomes. We compare outcomes between autistic students, other disabled students and non-disabled students, by sex. The article draws upon population data collected by the Higher Education Statistical Agency in the United Kingdom (N = 1,326,416) across the years 2012-2018. Our findings indicate that the academic programmes studied at university by autistic students are more diverse than typically assumed. We also found that graduates make the transition into a range of employment sectors following graduation, but experience persistent and disparities in economic activity and income. We argue that higher education institutions must focus greater attention on developing more robust and effective employment transition support for autistic students and graduates. Lay abstract International research suggests that more autistic people are entering higher education. Currently, very little is known about this group in the United Kingdom, for example, we have little information about how many autistic people enrol at UK-based higher education institutions, their backgrounds, the academic programmes they study and what they do once they have graduated. Our study tries to explore these issues by comparing outcomes between autistic students, other disabled students and non-disabled students. We use population data collected by the Higher Education Statistical Agency in the United Kingdom, which included 1,326,416 graduates across the years 2012-2018. Our findings indicate that the degree subjects studied at university by autistic students are more diverse than often people think. We also found that graduates go on to work in a range of employment sectors following graduation but often experience worse outcomes in terms of access to full-time work and worse pay. We argue that universities and colleges must focus greater attention on developing better employment transition support for autistic students and graduates. En ligne : https://dx.doi.org/10.1177/13623613231182756 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523

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