Learning Styles and Techniques Used Among Undergraduates with Autism Spectrum Disorders

Abstract

As universities increase their student body, the autistic student cohort requires proper support from their faculty and peers. Individuals with Autism Spectrum Disorder have specific barriers such as transference and social communication that have to be considered to properly create community based support and services. Many previous studies showed that autistic students who had additional academic and emotional support presented higher graduation rates and GPAs, whereas students with generalized support, known as mainstreaming, were more socially and emotionally depleted. For the past forty years, the learning styles of these students have been bolstered through the techniques of behavioral therapies. This paper presents the data of surveys and individual interviews of autistic students from a southern university. Through the use of the university’s bulk email system, insight into this hidden population was provided and was analyzed through both quantitative and qualitative methodology. The results show a relationship between prior behavioral therapeutic intervention and satisfaction with university life and coursework. Additionally, the data provided specifics on the resources that these students are currently using and how these programs could be improved upon from the students’ perspective. As this study surveyed the effects of proper academic support, peer support, and general awareness, the study hopes to lessen the isolation of autistic students from the academic community through this research. This study aims to provide a starting point for future research which can be conducted to integrate this data into academic programs that would allow for better support of students and diversify the academic field through accessibility.