What do the records say: Autism spectrum disorder and higher education

Abstract

Individuals with autism spectrum disorder (ASD) report experiencing many difficulties associated with ASD and the pursuit of higher education. This study examines 34 years of data from a large private university in the U.S., comparing students with autism who registered with disability services ( n = 177) to matched neurotypical peers on several academic record variables. Results indicate that students with ASD had more failing grades, were more likely to be put on academic discipline status and demonstrated lower average GPAs than their matched peers. Interestingly, autistic students who transferred to the university appeared to have somewhat better academic outcomes than students with autism who began their academic careers at the university. Although these findings are limited to a single institution, they provide valuable insights regarding the experience of students with ASD in higher education. Future research can seek to replicate these findings at other universities, and target sources of academic distress for students with ASD. Additionally, support programs at universities can investigate effectiveness of programming and services for autistic students.