This project targets improvements in support for higher education students with Autism Spectrum Disorder (ASD) in light of the substantive existing and anticipated future growth of this population, and the failure of existing supports to meet their complex and unique needs.
Uniquely, the research extends existing research in disability supports and pedagogical initiatives to explore the design of the built environment as part of a holistic framework of support for students with ASD in higher education. Dr Ceridwen Owen, Ms Damhnat McCann, Dr Christopher Rayner, Ms Carol Devereaux, Ms Fiona Sheehan & Dr Lyndsay Quarmby (University of Tasmania)
Editors Note: The analysis of the report can be found here and to quote from that page:
The research draws on a review of published literature combined with a cross-sectional analysis of existing supports in Australian institutions and an in-depth analysis of the experience of students at one Australian university to identify key opportunities and gaps in the provision of support for students with ASD.
The key outcomes and recommendations of the research relate to the provision of holistic disability supports, pedagogical innovations, inclusive design solutions and the potential under the National Disability Insurance Scheme (NDIS) for funding to support students with ASD in higher education. These are outlined below.
The full report can be downloaded from the above link.
*** End Editors Note ***
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To read the rest of this article please visit the original post as this is only an excerpt as the original article is currently not available for full republication.
This article excerpt was sourced from the website Australian Disability Clearing House articles (summary) and the original article can be found at Supporting Students with Autism Spectrum Disorder in Higher Education: report.