Dr. Carolann Bargary:

Supporting autistic students can present challenges, but with the right approach, it is possible to create an inclusive and supportive environment. I will outline some of the common challenges we have faced and some of the recommendations that would address these challenges.

One of the first challenges is a limited understanding of autism. Many people may have a limited understanding of autism and its impact on learning and behaviour. Our recommendation is for funding to be provided for training and education programmes about autism among all staff who directly and indirectly interact with autistic students to build awareness and understanding. A second challenge is the high need for one-to-one learning support and wellbeing check-ins. This cannot be underestimated. Autistic students require access to one-to-one learning support. This support may be in the form of weekly check-ins and-or learning support sessions. Our recommendation here is for funding for the provision of further learning support and wellbeing check-ins to meet this demand. Additional funding for an occupational therapy role would be of great benefit. A third challenge is around the area of comorbidity. Many autistic people have additional diagnoses, such as mental health conditions, as is indicated in the research by Maddox et al, 2021. Autistic students benefit from non-academic support such as occupational therapy support, for example, practising stress reduction techniques, developing time management skills and exploring different coping strategies. The recommendation here is for funding for the provision of an occupational therapy role, which would be of benefit to meet this demand. A fourth challenge we have come across is around the area of social interaction. Autistic students may struggle with social interaction, which impacts friendships, group work and other campus connections. Autistic students may benefit from joining clubs or groups that align with their interests or connecting with other students on campus. The recommendation in this regard is for the provision of funding for autism awareness for all autistic students and facilitating inclusive social activities to support social development.

We also recommend funding for the provision of an occupational therapy, OT, role to support development of autism peer support groups and-or support students to set up a neurodiversity society.

Another challenge will be the difficulty with transitioning into higher education. The transition to university can be particularly stressful for autistic students. Once in college, other transitions, such as moving between classes, activities or semesters, can also be difficult to navigate. The recommendation is for funding to develop and provide a specific pre-entry programme, funding for provision of OT to support students with difficulties with transitions on campus, and funding for an OT role and learning support hours to create capacity to provide greater case management.

Academic accommodations are an additional challenge. Providing academic accommodations can help autistic students to succeed academically and reach their full potential. The recommendation is for funding for increased provision of learning support hours to ensure appropriate supports suited for their individual needs, and funding for the provision of autism awareness training for academic staff to ensure greater support and understanding around the provision of reasonable accommodations.

Another challenge is related to the area of executive functioning, given autistic students often struggle with executive functioning, which can impact their academic success. The recommendation is for funding for OT provision and increased learning support hours for targeted training and support in executive functioning, such as time management, task initiation, flexibility and emotional regulation.

Autistic students may also be sensitive to sensory stimuli, leading to sensory overload. Providing sensory-friendly spaces such as quiet rooms can help reduce sensory overload and support their comfort and wellbeing. Other sensory supports, such as noise cancelling headphones, sunglasses or fidget toys, can help students to regulate their sensory experiences. The recommendation is for ring-fenced funding to be made available for sensory friendly spaces-pods and resources. Funding is required for site audits to identify opportunities for environmental changes to make a campus more autism-friendly.

A final challenge will be around the area of transition from college to the workplace. Currently, TUS does not offer a specific programme for autistic students to support their transition to employment. Even though it is not within our remit to support students in employment, we recommend funding and resources for the disability service to develop partnerships with the careers service and academic departments to provide tailored support to autistic students, including one-to-one and small group work to prepare them for interview, support with disclosure and greater placement and planning support. This could be supported by linking with an employment support agency that supports autistic students.

In summary, our key recommendations include: funding for the provision of staff and student autism training and awareness programmes; funding for increased learning support hours for one-to-one support for autistic students and provision of supportive resources; funding for the provision of an occupational therapy role or roles to support autistic students; and funding for campus sensory audits to assess possible environmental improvements to campus, such as the provision of quiet spaces.

In conclusion, we have set out some of the key challenges faced by autistic students and outlined recommendations to address these challenges. We feel we are only at the beginning of our higher education, HE, “story” with relation to how best to support autistic students. We aim to further develop our supports but our capacity beyond meeting basic levels of support is very limited. There is an opportunity now to imagine the future and to consider how higher education can be transformed through developing a deeper understanding of diversity. Overall, supporting autistic university students requires a proactive and inclusive approach that considers their unique needs and challenges. By providing understanding, reasonable accommodations and support, we can help them to succeed academically and thrive in the college environment. However, the growth rate in the number of students with disabilities in a climate of reduced or static funding is a problem. It is essential that appropriate ring-fenced and sustainable funding is made available to specifically meet the needs of autistic students and effectively support the growth and development of services that are critical to address their needs while they are in higher education.

We thank the committee for the opportunity to join it today and to share our perspectives on the educational journey in third level for autistic students in TUS. We look forward to discussing these matters further with members and welcome any questions they may have.