Neurodiversity Inclusive Practices in Higher Education: Using a Needs Assessment to Spur Change Throughout University Systems

Authors

Caitlin Rosica, OTD, Thomas Jefferson UniversityFollow
Amy Carroll, OTD, OTR/L, Thomas Jefferson UniversityFollow
Lady Rios-Vega, OTD, Thomas Jefferson UniversityFollow
Roseann C. Schaaf, PhD, Thomas Jefferson UniversityFollow

Document Type

Poster

Publication Date

10-21-2022

Keywords

neurodiversity, autism, inclusion, higher education

Comments

E-poster for the 18^th World Federation of Occupational Therapy Congress.

Abstract

Introduction

• Approximately 50% of autistic people have average or above average intelligence, and growing numbers of autistic young adults attend college.¹
• Autistic students experience poor outcomes in college despite being academically well qualified. 34.9% of autistic young adults attempt college within 6 years of high school.² Of those, approximately 39% will graduate.³
• In higher education, there may be a mismatch in supports needed by autistic students versus supports provided.
• Autistic students report difficulty with sensory overload, mental health concerns, and daily living tasks.⁴
• The majority of supports for autistic students focus on academics, which is a mismatch from autistic students’ self reported needs.⁵

Recommended Citation

Rosica, OTD, Caitlin; Carroll, OTD, OTR/L, Amy; Rios-Vega, OTD, Lady; and Schaaf, PhD, Roseann C., "Neurodiversity Inclusive Practices in Higher Education: Using a Needs Assessment to Spur Change Throughout University Systems" (2022). Department of Occupational Therapy Posters and Presentations. Paper 81.
https://jdc.jefferson.edu/otpresentations/81

Language

English