Accardo, A. L., Bean, K., Cook, B., Gillies, A., Edgington, R., Kuder, S. J., & Bomgardner, E. M. (2019). College access, success and equity for students on the autism spectrum . Journal of Autism and Developmental Disorders , 49 (12), 4877–4890. https://doi.org/10.1007/s10803-019-04205-8

Academic accommodations and other support services available at the postsecondary level were investigated; exam accommodations were emphasized in this summary. Extended time on course exams and individual administration of exams at disability services center were studied. [This study was a follow-up and expansion of a study by Accardo, Kuder, & Woodruff (2019)]

Postsecondary students with autism (n=48) from four universities—in the Northeast, Midwest, and West (U.S.)—participated. Co-occurring disabilities were reported, including learning disabilities (12%), mental health conditions (8%), physical or health-related disabilities (4%), and communication needs or hearing impairments (2%). Demographic information including gender, age, race/ethnicity, and family's socioeconomic status were reported, along with year/s at the university, academic major, and high school history such as use of accommodations (87% received them). The universities' population demographics and other information were also reported.

Along with various demographic and other experiential questions, survey items pertained to incidence of use and preferences for various supports, along with ranking the most-preferred supports; exam accommodations are emphasized in the Findings summary. Open-ended survey items sought participants' views of the most and least helpful services, and which would they like to receive (but did not receive); questions also inquired about students' academic experiences including factors facilitating or barriers limiting their success. Eight survey respondents were also interviewed for information elaborating on survey items, particularly the open-ended questions.

Thirteen themes were identified pertaining to perceptions and experiences of postsecondary students with autism, from the survey and interview data. One of the factors for students with autism selecting a postsecondary institution was whether it would accommodate students' needs; while this factor incorporates supports and services broadly such as availability of a tutoring center, exam accommodations are emphasized in this summary. A theme in the data was the importance of self-advocating for academic needs, including services such as academic coaching and tutoring, in-class accommodations such as note-takers, and exam accommodations such as extended time and quiet testing environment. Extended time during course exams was used by 37 respondents (84%), and identified by 26 (59%) as one of their three most preferred supports or services. Individual administration of exams, at the disability services center, was used by 15 respondents (34%), and identified by 9 (20%) as one of their three most preferred supports or services. A majority of respondents also reported using other academic supports such as copies of notes (54%), and copies of notes were identified by 18 (41%) as one of their three most preferred supports or services. Most survey respondents and interview participants indicated that their academic needs were met by currently available accommodations or other services; however, one student suggested some other exam option, other than closed-notes exams, and another student indicated the need for flexibility in attendance or excused absences. Limitations of the study were reported, and future research possibilities were suggested.