Improving Autistic Students' Experiences in Higher Education: Developing a Community Framework for Individual Autistic Student and Autistic Community Flourishing
Notice bibliographique
Résumé
Abstract: As the fastest growing cohort of disabled student populations, autistic students are often let down by inherently ableist institutions of higher education (HE). Traditionally, institutions of HE have sought to support autistic students through an individualized approach, placing the responsibility on the autistic student to seek out and advocate for academic and nonacademic support. However, there remain opportunities for the broader community to foster autistic individual and community well-being. This conceptual analysis evaluates the current environment and approaches in HE for supporting autistic academic success and well-being and describes a community framework based on a collective combined effort that invites individual autistic students and autistic community flourishing. It contributes an alternative approach to supporting autistic students, making autistic individual and community well-being the responsibility of peers, support staff, instructors and faculty, and the institution, identifying a need to restructure institutions into ones that work to promote autistic culture and provide autonomous supports and accommodations. Abstract: Right now, there are a lot of different ways in which institutions of Higher Education (HE; i.e., colleges and universities) do and do not support autistic students. Abstract: There are opportunities for peers, instructors and faculty, support staff, and institutions to get involved in supporting autistic students. Abstract: However, institutions of HE do not have a clear framework to make the wellbeing of autistic students a community responsibility. Abstract: The purpose of this article is to evaluate the current ways in which institutions of HE support the academic success and wellbeing of autistic students and to describe a framework for a collective effort to promote individual autistic student and community flourishing. Abstract: Our evaluation demonstrates that non-acceptance of autism, stigma, and oppression may impact an autistic students' experiences, making the transition to HE, academic success, and wellbeing more difficult. Abstract: Traditional approaches to supporting autistic students, including formal academic supports, informal academic supports, and non-academic supports, may not be accessible to all autistic students. Abstract: Our framework uses a critical understanding of learning and autism, valuing autistic experience. Abstract: The goal is to support autistic academic success and wellbeing and to reduce the need for autistic students to mask, change, or seek out support to 'fit in' to HE. Abstract: The framework centers individual autistic students and the autistic community, placing the responsibility of academic success and student wellbeing on the larger HE collective. Abstract: Peers, instructors and faculty, support staff, and institutions are shown as having influence on the academic success and wellbeing of autistic students. Abstract: These key players can promote autistic culture by being open to autistic students' decisions around disclosure; applying a Universal Design for Learning (UDL); recognizing neurodiversity as an important diversity, equity, and inclusion initiative; offering and engaging in neurodiversity trainings; developing and enhancing disability cultural centers; and featuring autistic culture in the academe; autistic culture can be promoted. Abstract: Furthermore, they can support autistic student agency by honouring autistic students' autonomy, building comprehensive and connected services; normalizing academic accommodations; and offering non-academic supports. Abstract: The authors hope that this article helps to create a system-wide change through a collective, combined effort to promote individual autistic student and autistic community flourishing in HE.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,005 | 0,002 |
| Études des sciences et des technologies | 0,012 | 0,011 |
| Communication savante | 0,008 | 0,005 |
| Science ouverte | 0,002 | 0,016 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».