AsIAm Katie Harris QuinnandAdam University; Dublin City School ofNursingandHumanSciences, Dr. Rose Sweeney Mary andProf. Teresa Burke by:Project Report Friendly University Developing anAutism Dublin CityUniversity: University Student at Living withAutism as a

A A S I UTISM A M

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UNIVERSITY -

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01 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University Project Team

Dublin City University

Dr. Mary Rose Sweeney, Associate Professor, School of Nursing and Human Sciences Principal Investigator and Project Lead at DCU.

Prof. Teresa Burke, Chair of Psychology, School of Nursing and Human Sciences Co-investigator at DCU.

AsIAm

Adam Harris, Chief Executive Officer at AsIAm

Katie Quinn, BSc Psychology, MSc Applied Behaviour Analysis, Project Lead at AsIAm

Acknowledgements

The project team would like to acknowledge the following:

Peter Brabazon, General Manager, Specialisterne, Ireland, co-partner in the overall project “The All-campus initiative” for his support of the research team.

Eadaoin Whelan, BSc, MSc Psychology, for her support in conducting the literature review.

Sinead Begley and Associates www.begley.ie for conducting and transcribing the focus groups with staff at DCU.

Adam Fakih, Assessment and Support Executive, Specialisterne, Ireland, for supporting the project team.

Students and staff at DCU, who gave so generously of their time to inform and facilitate this project. Special thanks to those who volunteered at the Autism Awareness Exhibition.

The DCU Research Ethics Committee for their review of the research protocol. i Contents Study 2:Survey for General Student Body Study 1:Survey for withAutism Students –Study Context DCU Study Background, AimsandMethods Table of Contents Personal Strengths Challenges Greatest Perceptions ofDCU withAutism student acollege tobeing Advantages Securing job/internshiporwork experience atDCU Experience Academic Improving Social Experience Disclosure Diagnosis andco-morbidity ProfileRespondent withAutism Study for Students 1 –OnlineSurvey DCU Results: for Students Supports relevantOther Services: DCU ontheAutism spectrum available tostudents DLSS supports &Development Student Support DCU – Services Student Support DCU Faculty Structure Methods Study Aims Background Overview 71 70 69 67 67 65 61 59 51 49 48 47 46 45 42 39 34 33 3 1 Study 3:Focus Groups andInterviews Conclusion and Next StepsConclusion andNext Study Audit 4:Sensory Recommendations, andactions principles Raising Autism Awareness Appendices References Results: Interviews Results: ontheAutism spectrum available tostudents DLSS supports arisingfromSuggestions Focus Groups amore withAutismMaking DCU inclusive - placefor students students by -tosupport staff needed Supports withASD thatariseinengagingwithstudents Issues withAutism withstudents ofandexperience Knowledge Study 3:FocusResults Groups andInterviews Conclusions and Next StepsConclusions andNext andDiscussion Summary principles oftheAutismprinciples Friendly University the actionstoembed proposed DCU-specific ofanAutismPrinciples Friendly University Recommendations Obtaining Buy-in Publicity andOther Newspaper Conference Presentation anAutism atDCU Establishing Society Autism Awareness Exhibition 119 109 123 122 121 147 141 140 135 133 132 129 97 89 88 87 85 83 77 75

ii Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University iii Contents Appendix 14 Appendix Appendix 13 Appendix Appendix 12 Appendix Appendix 11 Appendix Appendix 10 Appendix Appendix 9 Appendix Appendix 8 Appendix Appendix 7 Appendix Appendix 6 Appendix Appendix 5 Appendix Appendix 4 Appendix Appendix 3 Appendix Appendix 2 Appendix Appendix 1 Appendix List ofList Appendices interviews orfocus groups interviews Topic one-to-one undertaking forstaff guides DCU Groups /FocusConsent Form: Staff interviews semi-structured structured interviews - Support Staff -Support interviews structured - InformationParticipant Leaflet Groups/Semi-Focus Staff FocusCall for Group Participants: withUniversity Support Call for Participants: FocusCall for Group Staff Participants: withAcademic Questionnaire /VignetteQuestionnaire inDCU for AllStudents Participant information leaflet (All DCU Students) information (All Participant leaflet study -Vignette students –AllDcu Call for Study Participants Spectrum Disorder (StudySpectrum 1) withAutism for Questionnaire completionby students Information Pobal about (project funders) Participant information leaflet (Students with Autism) information (Students Participant leaflet issued by the PI to all DCU students by thePItoallDCU issued withAutism) – (Students Call for Participants issued by DLSSissued toDLSS students registered withAutism) – (Students Call for Participants DCU Research Ethics Committee Approval Research Committee Ethics DCU 167 166 165 164 163 161 160 159 152 151 150 149 148 147 List ofList Figures Table of Tables Figure 5a Figure 4 Figure 3 Figure 2 Figure 5b Table 7 Table 6 Table 5 Table 4 Table 3 Table 2 Table 1 Figure 1 Academic StaffAcademic Focus Group Responses: Responses to vignette - general student survey (n=227) tovignette-general survey student Responses at DCU at DCU withAutism ratingsStudents oftheiracademicexperience DCU withAutism ratings at Students experience oftheirsocial Support Staff FocusSupport Group Responses: Vignette responses study among individualtop3 on campus–ranked ordered byfrequently selected most interaction social things about or socialising oreasiest Best among individualtop3 on campus–ranked ordered byfrequently selected most interaction social difficultthingsabout orsocialising Most gauge perceptions withAutism oflife oncampusfor students to intended provided toarangeResponses ofstatements ASD Diagnosis with Autism Demographic data–students andDevelopment (SS&D) Student Support DCU academic staff andtoDCU tootherstudents Services, Support learning and Disability theirAutismnot disclosed diagnosistoDCU whohave andhave Disclosure ofstudents number patterns: about when you hear the word Autism? word the hear you when about about when you hear the word Autism? word the hear you when about What do you think think you do What What do you think think you do What 73 58 58 53 50 48 43 72 61 57 51 76 76

iv Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 01 Study Background, Aims and Methods Overview According totheWorld Organisation, Health perception. sensory repetitive communication, socialising, andaheightened behaviours with -difficulties are thoseonthisspectrum commonamongst butthereexist isgeneral agreement thatthefollowing characteristics ofdefinitions Anumber forautism withotherpeople. communicates howAutism onerelates to, isadevelopmental thataffects and disability withautism. people for agency recruitment andsupport Ireland, aspecialist Specialisterne collaboration anAutism organisation withAsIAm advocacy and Ireland’sto become first Autism-Friendly University through aunique intention its announced University (DCU) 2016,DublinCity In January profound levels” impairment tosuperior in individualswithASDs isextremely variable, from extending hyperactivity disorder (ADHD). Thelevel of functioning intellectual including epilepsy, anxietyandattention depression, deficit presentIndividuals withASDoften otherco-occurring conditions, apparent 5 of life. duringthe first years theconditions cases are Inmost into adolescence andadulthood. outrepetitively.carried andtendtopersist inchildhood ASDsbegin thatare uniquetotheindividual and andactivities both interests behaviour, communication andlanguage,anarrow range of of conditions characterised by social of impaired somedegree Autism/Autism Disorder (ASD) Spectrum “… refers toarange have thecondition. world, isdifferent tothose whodonot andthe otherpeople, understands communicates, and interacts thatthewaywhich means a person Autism is adevelopmental condition to identify and explore the support andexploreto identify the support living withAutism. aimed Thestudy students ofDCU the experiences thatexplored a multi-armstudy collaboration undertook withAsIAm and HumanSciences atDCU, in Researchers attheSchool ofNursing completingtheirstudies. after togainemployment opportunity lifein college andtoenhancetheir more fully with Autism totakepart environment thatallows students tocreate an designed of activity ofaprogrammethe beginning onhere marks The project reported situations.” at different andindifferent times different ways, todiffering degrees different in itimpacts people, means asa“spectrum”described which not have thecondition. Itcan be world, isdifferent tothosewhodo andthe otherpeople, understands communicates, and interacts thattheway means aperson developmental condition which with.Autism isborn isa a person “a complex, invisible condition which Autism as: describes AsIAm academically.” and socially experience, both have afullandfulfiling university at third level, thecourse and stay through difficult transitionpoints abletoget tobe want allstudents We andSpecialisterne. AsIAm.ie employment incollaboration with down and toeducation barriers applying innovative thinkingtobring We andtolearn, tolead both hope with Autism andAspergers. students aware faced of thechallenges by our of for education all. We are very with DCU’s commitment toanethos uniqueproject isconsistent "This said: Brian MacCraith, President ofDCU In announcingthisiniative, Professor university. fromstaff across themulti-site andsupport academics students, was taken,involvingto thestudy campus. Awhole-campusapproach toimprove addressed be life on and tohighlightany gapsthatcould needs, students’ terms ofmeeting in theiradequacy Autism, assess with forin placeDCU students currently andstructures services

02 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 03 Study Background, Aims and Methods Condition, 474 (4.2%)hada 1,416 (12.6%) hadaMentalHealth –Dyspraxia/Dysgraphia, DCD category,Hearing 678(6%) had (2.8%) were intheDeaf/Hard of were 313 Impaired, Blind/Visually (4.1%) hadADD/ADHD, 205(1.8%) Aspergers/Autism category, 461 2016, 535(4.8%)were inthe profilein thedisability for 2015/ represented the11,244students Of (AHEAD, 2016).services withthedisability/accessregistered withdisabilities ofstudents number academic year intermsofthetotal and a4%risefrom the 2014/2015 population 5.2% ofthetotalstudent represents Thisnumber institutions. ofthe25participating services withthedisability/accessregistered were withdisabilities students academic year, atotalof11,244 inthe2015/2016 revealed that, Education inIreland (AHEAD, 2017) inHigher withdisabilities of students rates (AHEAD) ontheparticipation andDisiability Education Access forby Higher theAssocication published recent report The most Background 975 students newly registered with newlyregistered 975 students identified institutions responding (AHEAD, 18). 2017, pg. Intotal, the werestudy of notintheir first year inIrelandinstitutions in 2015/16 inhighereducation services disability with who newlyregistered students ofall aquarter almost interest, Of inthefindings. included arewith therelevant not services whohavedisability notregistered witha Thus,students institutions. of theparticipating services access have withthe disability/ registered who captured onlythosestudents thedata AHEAD (2017)Report, inthe asnoted because, Instituties, attending IrishHigherEducation currently withdisabilities students under-represent of thenumbers certainly figures almost These category.were underOther listed Difficulty,Learning and122(1.1%) 5,116 (45.5%)hadaSpecific (6.5%) hadaPhysical Disability, 731 Significant OngoingIllness, Condition, 1,193(10.6%)hada andLanguage Neurological/Speech many students whohave many students that it iswell recognised Indeed, services. support with toregister elect with Aspergers/Autism that notallstudents it isreasonable toexpect known, however, because itnot Autism atDCU withAspergers/ students of The truenumber (academic year 2016-2017). Service Support Learning and Disability withits registered withAutism/Aspergersstudents to approximately 17,000had44 DCU, whichhasrecently expanded rate across theuniversity sector). participation (5% Sector specifically the average for theIrishUniversity rate across thesector) andabove as awhole(5.2%participation for theIrishHigherEducation Sector is runningslightlyabove theaverage rate that participation a data reflect ofDCU. population These student representing 5.6% ofthetotal disability/accessthe DCU service, werewith disabilities with registered data (AHEAD, 2017), 652students ontheAHEAD2015/2016 Based registrations. representing 24%oftotalnew from 6.7%theprevious year) and (up institutions inthese services withtherelevantregistered support withdisabilities ofstudents number representing 9.7%ofthetotal totheinstitutions, new entrants whowere not services disability institutions of the25 participating services with thedisability/access weredisabilities registered with population, student or5.2%of thetotal students, year, atotalof 11,244 In the2015/2016academic the Autism spectrum (Barnhall, 2016; the Autism spectrum on bysought andaccepted students are places of highereducation internationally, anincreasing number level sector, inIreland both and isthatacross thethirdWhat isclear 4) 2016, pg. VanBergeijk etal.,2008).” (Barnhill, (Langford-Von Glahnetal.,2008; accommodations successful tobe even realize thatthey need andnot misdiagnosed may be without thediagnosisorthey may arrive oncampus students Therefore,adulthood. college not receive thisdiagnosisuntil delayed and many individualsdo “……. thediagnosisof ASisoften (2016) says: 2005). Furthermore, asBarnhill Fleischer,Simmeborn 2012;Taylor, &Shmulsky,2016; Gobbo 2012; problem hasarisen(Barnhill, untilasignificant services, support to their diagnosis,andgainaccess Autism nottodisclose choose received thediagnosis ofAspergers/

04 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 05 Study Background, Aims and Methods a quarter of Australian students ofAustralian students a quarter bynoted Siew etal.(2017), almost &Perry, (Levy education 2011). As complete theiruniversity orcollege with ASDsuccessfully students of onlyaminority enrolments, thisincrease instudent that despite significantconcernisthe Of fact services. support student by traditionaladdressed third level beyond thoseroutinelythat extend Autism are likelytoface challenges with thatstudents recognised their University life. Itis,however, face inattemptingtonavigate withAutism students challenges is known thespecific about relatively little participation, international trend of increased thisnationaland Despite withAutism. ofstudents number certainly, riseinthe acontinued see with Autism, IrishHEIswill,almost ofmany students and capabilities oftheabilities recognition increased level and and second education throughout primary of supports et al.,2016), withthegrowth coupled Sweeney etal.,2016;Boilson Report, (Autismof thepopulation Counts asaminimumof1% colleagues by thecurrent PIandher study identified Ireland, whichhasbeen Given theprevalence ofAutism in future. islikelytogrowthis number intothe Bray, 2011;Whileetal.,2017)and & White,2011,Ollendick 2010;Nevill Nolan, Quinn,&Gleeson, Background social and emotional supports to and emotionalsupports social suchas of nonacademic supports inthearea especially disabilities, accommodations for theirlearning requesting of the students the needs fromthat differ inmany respects and HFA present uniqueneeds “Unfortunately, withAS students She continues: years.” 3). (Barnhill,2016pg. for 25to30 other disabilities thelast and withlearning students assisting to theway centers these have been mayhave, similar students these would handleany tutoringneeds differences andlearning disabilities campus centers with for students and many thattheir have assumed excellent academic scholarship ontheir for based admission (IHEs) have students accepted these of higher education “Institutions says: Barnhill(2016) higher education, withASin involvement ofstudents theincreased In discussing (Siewetal.,2017).potential are notreaching theirfullacademic ability, withASD university students highacademic thatdespite suggest 2011). Together, findings these groups (Blandford, Brill&Neave, across classifications alldisability degree second orupper class first achieve percentage thelowest of withASD and, intheUK,students Australia,(Autism 2013) Spectrum beforeeducation completion with ASDwithdrew from higher HEIs/IHEs have been doinginthis haveHEIs/IHEs been toexplore whatother undertaken review was ofpeer-reviewed studies a ofthisproject, anintegral part As multi-site university. from staff across the and support academics taken, involving students, wascampus approach tothe study to improve life oncampus.Awhole any addressed gapsthatcould be withAutism andtoidentify students of theneeds inmeeting adequacy withAutism, toexplore their students forexplore DCU current services and toidentify aimed The study oftheuniversity.within thecontext challenges we these mightaddress DCU. We how alsosetouttoidentify of withinthecontext specifically withAutism faced by students thechallenges set outtoidentify we initiatives. Hence,inthisproject, ofthose theefficacy or about withAutism faced by theirstudents are thechallenges takingtoaddress theinitiatives thatHEIs/IHEs about Similarly, relatively littleisknown 3).2016 pg. (Wenzel &Rowley, 2010). (Barnhill, thininresources andstaff stretched disability offices are already Taylor, thecollege 2005)andoften 2012;M.J.2008; Pillay&Bhat, 2001; Graetz &Spampinato, (Dillon,2007;Glennon, challenges tohandlethese are notequipped conditions. Many IHEscurrently that typically these accompanies areas andwiththefear andanxiety inthese withsignificantdeal deficits successful programssuccessful provides a of to determine thecomponents withASandHFAfor students and providedbeing inAmericanIHEs thatareaccommodations currently and theservices toidentify designed byThe recent study Barnhall(2016), (Grigalindependence etal.,2013). and education achieving further withAutism in students assisting withtheaimof piloted, have been programmesof highereducation (HEOA,Act 2008), alarge number Higher Education Opportunity ofEducation of theUSDepartment sincethe2008introduction Indeed, across universities intheUSA. andapplied developed have been withASDwerefor found students to programmes ofintervention majority Perhaps notsurprisingly, thevast withAutism. students for University experience DCU toanimprovedthey will,inturn,lead that recommendations, itishoped Inmakingthese theirneeds. meet University tofurther to DublinCity ofrecommendations make aseries Autism, setoutto theresearch team with students DCU of difficulties concerns/ thespecific identifying andby interventions, successful whatisknown about education, withAutism inhigher by students faced known thechallenges about By reviewing whatiscurrently undertaken. ofAmericawas States also United acrossIEH websites Europe andthe Asearch andreviewspace. ofHEI/

06 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 7 Study Background, Aims and Methods or thegrant moneywas nolonger inthepast, provided theservices for Students) College Support Hyperactivity Disorder [ADHD] (Autism, AS, andAttention-Deficit/ organisation such as AHEADD but itdidnotwork, that anoutside group forsupport theirstudents, tohavethey hadtried anASorASD provided for thischangewere that longer doingso. Amongthereasons butwere no additional services that theypreviously provided severalwhilst oftheothersindicated oftheirstudents, theneeds meet would best determine whatsupports currently conductingresearch to thattheywere indicated institutions Two services. additional support IHEs were notcurrently providing oftheinitiallyidentified Fourteen tocompletethesurvey.IHEs agreed and30ofthese offices disability offered typically by IHE services above andbeyond services support that theyoffered/provided specific ofthe45IHEsindicated Thirty-one inatelephonesurvey.participate wereof 45IHEsandthese invitedto intheidentification resulted strategy research literature. Thesearch throughidentified review ofthe withAS/HFAfor students were offered services additionalspecific withAS. IHEsthat Other students for that offered support specific States universities intheUnited and colleges toidentify conducted of thestudy, anInternetsearch was For thepurpose services. support to introduce and/or provide specific resourceuseful for thosewhowish Background the freshman seminarcourse). The where offered, there was afee for (and if counselingwas accessed AS andASD, butseveral charged with students for supports specific thattheydidnotcharge forreported Eleven IHEs ofthe30responding constraints. of budgetandstaff program because - support specific withASorASDintheir students allofthe the IHEswere notserving of andmost of <5000students) programmes havingenrollments support the IHEsoffering specific that were smallerIHEs(only 10%of programmes support offer specific were significantlymore likelyto Larger IHEs to provide supports. approach consensus onthebest programs andtheresupport isno toimplementing act asbarriers and professionals trained inASD, limitations, includinglackoffunding key findings were that resource findings by Smith(2007).Other varied substantially, mirroring earlier services support offering specific currently offered byservices theIHEs by noted Barnhill,thesupport As that was provided inthepast. available toprovide theprogram support programs support toimplementing act asbarriers professionals trained inASD, including lackof fundingand Resource limitations, two IHEs that reported retention two IHEsthat reported hadnotyet graduated. The students dataasmanyoutcomes oftheir than5years, sodidnothavefor less providingthe IHEshadbeen services data.Moreoutcomes thanhalfof few IHEshad note,very ofthese Of academicquarter.per andafew charged afeesemester IHEs charged academic afee per Most were accessed. fewer supports when that theycouldcharge less toatiered structure,structures so considering changingtheirfee thattheywere some IHEsreported isthefactAlso ofinterest that more totheASDcohort. programmes thereby appealing orsupportive tailored, structured were tooffer inaposition more programmes thatthefee-based be Itmight apparent. not immediately but thereasons for thisfindingare that atthosedonotcharge, charged afee for theirsupports atIHEsthat services the support withASDaccessed students research revealed thatmore tonotethatthis It isinteresting academicquarter. orper semester academic payable eitherper tuition androom andboard fees, was US$6,525above thestandard andsupports additional services for theIHEsthatcharged for these Theaverageboard fees. yearly fee the standard tuitionandroom and a highofUS$17,400year, above ranged from alow ofUS$1,050to other HEIscharged afee that or unpaid basis).or unpaid (on either apaid work departments orsocial analysis, behavior applied psychology, school education, special were from recruited psychology, who graduatetypically students Peer mentorswere coaches. social as their professors andalsoserve and thestudents as liaisonsbetween whereas inotherstheyact coaches, mentorsfunctionasacademic peer HEIs.InsomeIHEs, the between mentordid,however,peer differ program directors. Therole ofthe mentors thanwiththesupport withthegraduateASD tobond withAS/natural for thestudents thatitwas moreMany reported asacriticalcomponent. students mentors working with peer identified by Barnhill(2016), 75% almost Across theprogrammes surveyed receive additionalsupports. whodidnot and withoutdisabilities with higher rate thanthestudents ata incollege stayed supports with ASorASDwhoreceived thatthestudents data indicated

8 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 9 Study Background, Aims and Methods college life,college including interacting of (focusing aspects onthesocial well anddailylivingskills associal preparation for exams, etc.)as prioritizing ofassignments, classroom attendanceefficiently, time,using and planningofstudy (includingorganizationin academics toprovidewith thestudent services approximately weekly three times with atherapist-mentor, whomeets provides UA-ACTS each student material,theprogramto publicity interactions.and social According skills for self-advocacy, dailyliving, develop appropriate help students to provides services individualised Programand Support (UA-ACTS) Transition ASDCollege of Alabama, At intime,the University thispoint Universities. Marshall andBoston autism were atAlabama, introduced with programmes for students pilot integrated/support based Berger (2008), someofthefirst below. by noted Hurewitz & As are ofexamples number detailed programmes inIHEstheUSA, a To illustrate thevariability in etal.,2015).Matthews 2004; Cohen &Wheelwright, andempathyknowledge (Baron- levelsalso increases ofawareness, but ofstigma thelikelihood reduces environment,college asitnotonly creating amore Autism Friendly of in contributingtothesuccess ifnotcrucialelement an important is typically-developing, students mentor, theinvolvement offellow, Whatever therole ofthepeer- Background — — — Academic Supports include: Supports Academic application process. Program through aseparate and are toTheCollege admitted criteria for MarshallUniversity program acceptance meet must inthe participating 2002. Students ASD, in whichwas established ProgramCollege with for Students life skillstraining through The provides and academic,social Virginia Autism Training Center Marshall University’s West and students. University programs, faculty, staff, training, andcollaborations with through community education, of ASDsthroughout thecampus awareness andunderstanding The program topromote alsoseeks (CTL),Learning andResidential Life. (ODS), Centerfor Teaching and ofDisability Services as theOffice oncampussuch services support program withexisting alsointerfaces dating,etc.).roommates, The andclassmates, with instructors — — — accommodations reasonable and request working todetermine together andprogramStudents staff skills executive functioning students toteach and implemented designed Individualized strategies faculty andstaff communication withcampus skillsfor advocacy effective Teaching self- andmodeling — — — — — — include: LivingSkillsSupports Independent include: Social SkillsSupports — — — — — — adulthood individuals transitioning into of theneeds tomeet designed Teaching effective livingskills skills. anddevelop social opportunities and organizations thatprovide tocampusactivities access Supported mentoring sessions Individual andsmallgroup skills fit lifestyle for acollege appropriateplay andteach social thatrole building group sessions driven andstudent skill Staff lead curricular activities organizations, clubsandextra- involvement incampus program for staff student from Individualized assistance mentoring. Individual andsmallgroup student. ofeach and interests strengths, abilities on thelearning Course recommendation, based Autism Friendly environment college in contributing to thesuccess of creating a more ifnotcrucialelement isan important students involvement of fellow, typically-developing, Whatever therole of thepeer-mentor, the — developmental to disabilities with psychiatric, attentional and thathelpsstudents assistance practicalindividualized, “Strategic Education is ontheirwebsite, detailed As disorders, includingAsperger’s. disorders, andautismspectrum psychotic disorders, personality disorderseating (anorexia, bulimia), PTSD, andphobicdisorders), panic disorder), disorders anxiety (OCD, (depression, mania,bipolar disorders mood and concussions, for example, ADHD, injuries head are with, provided for students Services the student’s studies. on conditions thatmightimpact attentional and developmental withpsychiatric, (SES) for students Strategic Education Services offers ofDisability Services, Office University,Boston through its — provided. areaccommodations being toensure Hall staff proper living Collaborating withResidence lifestyle day demandsofacollege they navigatethrough theday-to- as Providing tostudents assistance

10 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 11 Study Background, Aims and Methods Autism and highereducation. perception ofAutism, peer in college, withAutism young people students, programmes, ASDand college Autism friendlypostsecondary institutions, friendly highereducation AutismAutism friendlycolleges, were:used Autism friendly campuses, in thisarea. Thekeysearch terms explore doing whatHEIshave been employing keysearch termsto and internationally usingGoogle of Universities nationallyand settings, we explored thewebsites initiatives inhighereducation To find information onunpublished etc.). conflicts, resolving peer skills (i.e. approaching professors, andinterpersonal self-advocacy taking, organization, and test study planningand time management, develop skillsintheareas of better receive helpto students sessions, strategy During theweekly in facilitating of absences.” leaves require,circumstances we can assist UniversityBoston offices. When and coordinate withother campus andinthecommunity toother resources on students accommodations. We alsorefer to reasonable andappropriate tofacilitate access with students We sessions. weekly strategy work provides one-to-one individualized SES pursuits. their educational in successful andsatisfied to be for students necessary support promote theskillsand services achieve SES incollege. theirgoals Overview Autism spectrum. GVSUisunique Autism spectrum. onthe as mentors totheirpeers toact training, enabling students student mentor out the carries Office The Resources Office. Resource by theUniversity’s Support Disability 2012. Theprogramme isfacilitated Campus LinksPeer Programme in ASD, duetotheintroduction ofthe for with young people support a University providing additional (GVSU), as Michigan,isrecognised Grand Valley State University students. ofmany beyond themeans may be that atafinancialcost comes often thissupport ofsupport, a means mentoringas peer implemented have onthislist the majority level. Although at postsecondary withASD forintervention students programmes of asameans mentoring the applicationofpeer forthe initiatives provide support programmes since2010.Overall, that have Autism piloted friendly 42Universities comprises the list At States. across theUnited present, andinstitutions various colleges initiatives thatare in underway provides ofcurrentCAN alist Autismwas College Network (CAN). withthecurrent study associated search result Google popular Themost on theAutism spectrum. consent from theirenrolled student by Universities, havingobtained thatwere shared and articles stories predominantly withpersonal This search provided us the Bridges to Adelphi programme. toAdelphi the Bridges of aspart aweek availed oftwice be Bothoptionsare there to strategist. andlearning academic coach mentororadesignated with apeer given theoptionofeithermeeting Universityenrolled are inAdelphi withAutism approach, students commonlyused which isthemost mentoringprogramme,the peer However,education. inadditionto withAutism atthirdpeople level for youngoffers similarservices Adelphi University inNew York withAutism. to students ofadditionalsupport quality highest involved, ofproviding inthehope the throughclear theintentionsofthose the programme. ismade Thegoal in mentors whoenroll to participate staff,the support butalso ofthe the of values This notonlyreflects by outlined thecollege. is clearly The level ofcommitmentrequired academic year. fulfill their role for aminimumofone thehoursof4-7pm,and between they are Wednesday available every staff,with fellow support ensure attendmonthlymeetings completed, procedurethe selection hasbeen once complete two training sessions therefore,All mentorsmust, adhere ofcommitment. totheircode set outby theUniversity, aswell as therequirements meet mentors must intheprogramme, to participate Inorder allowing for dailysupport. live inon-campushousing, mentees mentorsand in thesensethatboth the additional cost involvedthe additional cost in ofdevelopment, stages early are intheir still services these As withfellowclose bonds students. withforming associated anxieties and,inturn,overcomingand mentee, mentor both interaction between inenhancingthe social strength lies programme mayargue thatits ofthe peer network, advocates withanextensive support students However, althoughthisprovides career services aswell ascounselingand leaders, academic advisors,campusactivity suchas; services, of othercollege isalsooffered fromsupport arange or organisational origin.Additional life,college predominantly ofsocial thatarisethroughoutchallenges tocopingwith approaches based develop individualsolution- these inorder to specialist learning withanassigned provides students Programmes (CASE). CASE andEmploymentSuccess for the Connections Academic thisapproach, throughadopted Texas Tech University hasalso challenges coping withthese informing of astrategy weaknesses theirstrengths and and identify withindividualchallenges to deal with Autism gaintheopportunity programme,the peer asstudents offercoach anicealternative to andacademic strategist learning required.well The aslevel ofneeds on preference andsuitability, as theirmentorbased select Students

12 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 13 Study Background, Aims and Methods the College Choice website, wherethe College a programmesOther are on detailed students. of financial means the outside tobe some would appear programmes variesgreatly and ofavailableis thatthecost Whatisclear,is difficult. however, effective programmes cost the most Inadditionidentifying for students. outcomes produce thebest ones which area, itisdifficulttoidentify inthis due toainsufficient reseach Autism are and notstandardised with for students additional services programmesBecause toprovide linkhere]. [insert Summer session as well asanadditional$1,100per of standard tuitionandhousingfees, ontop combined, Spring Semesters Programme is$7,200for theFall and TransitionCollege andSupport oftheASD Thecost opportunities. graduation employment onseeking following andassistance week, per time study four hoursofdesignated week, second group every meetings withmentors, on-one discussions withone- then provides students campus. Thementoringprogramme to familiarise themselves withthe have theopportunity and parents sothatstudents start, before classes a two-dayorientationprogramme with begins The programme itself University of Alabama. Programme thatisprovided by the TransitionASD College andSupport isevidentinthe cost This heightened remains highfor too many parents. facilitating programmes these Background by Resource aDisability Center. offered typically beyond theservices goaboveprogrammes and listed levels Each -ispresented. ofthe academicandvocational social, anddevelopmentadvocacy across features suchaspromoting self- on for based 2017–asdetermined withAutism for Students Colleges Choice25Best oftheCollege listing — — — — — Also listed are: Also listed andtheTaishoff withdisabilities) people Center. (provides BlattInstitute employment resourcesthe Burton for totheCenteronHumanPolicy,academic advising,Access Cultural TheDisability Center,studies, Student-centric indisability classes mentoring for support, academicandsocial include:Peer-to-peer groups. Notableresources andservices with ASDthrough scholarships,transition programs, andsocial disability, students includingASD. Theuniversity alsosupports withany ordevelopmental intellectual students serves Learning Lawrence B.Taishoffthrough its Centerfor Inclusive Higher Featured isSyracuse onthelisting University, New York, which, — — — — — Statewide Autism Resources andTraining – Project); Grand Valley State University, Michigan (theSTART - Program;Diversity KSU’s training,advocacy jobandcareer assistance, Autism with Asperger’s or Autism, aprogram thatprovides self- tooneanother,companion for Success Students andCollege actingas mentor and witheach with aneurotypical student Success),Learning withASDis partnered inwhichastudent are: PALSand supports (Partneringfor Achievement and member,staff groups whowillactastheiradvocate. Other work closelywitha faculty– aninitiative or where students under Kent State’s DivisionofDiversity, Equity, andInclusion Kent State University, Ohio(theAutism Initiatives,housed ASDcommunity; amongits promote health holistic programs andeducational to ofresources,number services, University of Arizona (UA Autism Collective)–offering a andacademicskills; techniques, andgroups todevelopbuilding classes career-readiness, social toskill- have access Students who are ontheautismspectrum. tostudents program thatgivesadditional,extensive support Initiative (MASI), acomprehensive (thoughfee-based) MasonUniversity,George Virginia (MasonAutism Support University (UA-ACTS of Alabama program);

14 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 15 Study Background, Aims and Methods — — — — — — — — Background planning); planning); andcareer in life academicsuccess, development, skills,social andworkshops andadaptivesocial, evaluation opportunities case managementwithprofessional staff, Psychoeducational, PASS Drexel monitoring withtheAJ Autism PASS Institute, forPersonalized Student(PASS) Success Assessment plan, Program program –astudent-centric thatincludes Drexel University, Philadelphia(Drexel Autism Support Education withAutism/Developmental Disabilities); in Higher networkingsuchasAHEADD(Achieving social research opportunities, andacademicsuccess, independence both thatenhances totechnology access funding assistance, scholarshipand abroad assistance, study This includes ofcampus. astherest andexperiences same opportunities toallthe withaccess whichprovidesDisabilities, students through with theCenterfor Students is alsosupported advocacy, andconfidence.UConn’sefforts ASDinclusionary Disorder)Autism Spectrum -program buildingskills,self- University (UConn’s of Connecticut with SEAD-Students and academiccounseling); Group Self-Advocacy TheAutismproctors, Spectrum CAPS: exam housing accommodations, scholarship opportunities, to:ASDspecific withASDhave access chapter -students University of Michigan(also hometoanAutism Speaks transition tocollege programshigh school and counseling); networking,academicresources, social career services, events, amongotherthings,arange of withASDcanaccess, Students for individualswithASD.promote optionsandopportunities isto whosemission an affiliatechapterof Autism Speaks, StateAppalachian University, Carolina (hosting North Autism Friendly environment college in contributing to thesuccess of creating a more ifnotcrucialelement isan important students involvement of fellow, typically-developing, Whatever therole of thepeer-mentor, the — — — — — — — — that prepares students for life; college that prepares students Bound Retreat,asummerseminar toTheCollege and access training, mentoring,athleticinvolvement student opportunities skills livingandsocial independent management strategies, andprevention, of ASPIREinclude:crisis intervention time Facets ASDstudents. toits support academic andsocial staff,interdepartmental residence life—to provide holistic the larger campuscommunity—professors, administration, Program andwith workwiththestudent closelyboth staff ASPIRE Programknown transition programs. -oneofthebest Joseph’sSt. University, Philadelphia(theKinneyCenter students; andresources available toits range ofservices USU’s Resource awide Disability Centeralsomakes support. withASDtoprovide research-based is towork withstudents work,social andrehabilitation programs, ASSERT’s mission primarily anacademicresource education, for thoseinspecial in Education, Research, andTraining) -program. Although Utah State University (ASSERT Services -theAutism Support preparation; life, in theareas ofacademia,social dailyliving,andcareer program theirneeds toaddress willwork withacoach weekly withASD. whojointhe Students students planning toits involvement, andcommunity social life skills,andcareer thatprovidesUWF’s academicsupport, campusisaservice (AAP), promoted by theStudentResource Disability Centeron University of West Florida(theArgos for Autism Program opportunities; mentors andreferrals for future employment oreducation appropriate for university andadultlife, work withtrained peer skills andutilizingsocial academic andlife identifying goals, coordinator, withapersonal meetings weekly helpdefining offered throughresources theCSPinclude: andservices etc.Other daily dormliving,academicplanning,socializing, ofdailylivingsuchas withactivities assistance personalized and provided scholarship andfundingopportunities includes who fall somewhere Assistance ontheAutism Spectrum. Program (CSP), students with whichworks specifically Rutgers University, New Jersey (Rutgers’ Support College

16 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 17 Study Background, Aims and Methods — — — — — — — — — — Background supports students with invisible disabilities); withinvisible disabilities); students supports Invisible NoMore celebrates, whichrecognizes, and Project, includingThe students, for its andopportunities activities, ResourceDisability offers CenteratPSU arange ofresources, Programs -The Disabilities withIntellectual for Students environment. Funded by -Transition TPSID andPostsecondary andcollaboration tocreate aninclusivepartnership, learning State University,Portland Oregon (emphasizes networking, UTC’s Disability Resource Center - Mosaic is steeped in ASD UTC’s inASD Resource Disability Center -Mosaicissteeped University of Tennessee by (Mosaic-developed Chattanooga opportunities); learning andservice classes program staff, life skills andsocial group study opportunities, with planningmeetings academic advising,dailyorweekly withAutism/ASD, students its mentoringand includingpeer winning transition program to thatprovides tailored services the Raven Scholars Program. Raven Scholars isanaward- suchagroup, Allianceisjust Autism under Spectrum housed The incurricularandextra-curricular events. and participate develop strategies, academicandsocial andpeers, with staff for thosewithAutism/ASDmany opportunities toconnect offers Services University Support of Idaho(theDisability withASD); andtutoringtostudents provides coaching holistic Centerisauniquetutoringprogram TECHniques that skills Its develop jobandsocial Education andResearch, helpsstudents Transition Academy, Centerfor Autism intheBurkhart housed life; ofcollege The navigatetheinsandouts helps students for andEmployment Success -program, Academic for Center);Disability Texas Tech University (CASE -Connections for thosewithASD.needs Mizzou alsohasamulti-functional andtreatment medical, thediagnostic, span services These aswell asthelarger community. students programs toits & Neurodevelopmental Disorders provides training andservice University of (Mizzou’s Missouri Thompson Centerfor Autism involvement, activities); social jobcoaching, tutoring,community academicplanassistance, personalized through offers, support amongotherthings,educational Western Kentucky University (Kelly Autism Program, which — — — — mock job interviews and peer mentorship); andpeer jobinterviews mock withresume writingand andstrengths, assistance interest areas of collaboration toidentify withavocational coach improve organizational, timemanagement, skills, andsocial one -on-onecounselingtoreduce anxiety, andto stress, strategist, andlearning withanacademiccoach meetings andresources available are weekly twice Among theservices Adelphi University, New York program toAdelphi (Bridges -is andoutings); events and community withfaculty,liaison support staff, anduniversity departments andfacilitation student and perceptions acollege andbeing groups thatfocus on support weekly issues, and social support, skillsgroupsweekly thatfocus onacademic, dailylife, cultural Individualcounseling, students, orientation for first-year provided by theCSPincludepre-fall services Other semester training, consultation,andunderstanding. ASD-specific work closelywithfaculty, staff, andadministration toprovide also Eastern mental,andphysicalCSP staff health. social, butalsotheir students, theacademicwell ofits being not just programs theCSPensuresaddress its Support, Academic Partnered closelywiththeCushing Centerfor Counselingand withASD. students for specifically CSP -was designed Eastern University, Program, Success Philadelphia(theCollege attend career fairs, etc.); volunteerexperience, gaininternshipexperience, that students resume building,and more. Thefinalbuildsonthethirdyear in their careers. Theywork onjobshadowing,interviews, mock thinkingabout twobegin to inthefirst years what theylearned inYearto navigateunwritten rules, social buildon 3,students reframing ofselfinpositive ways,andhow theirunderstanding advocacy, inYear developing about identity, learn 2,students andself- andacademicstrategies, social of independence, focus through, on,andare issues coached In year1,students collaboration. practice andstudent analysis, research, best

18 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 19 Study Background, Aims and Methods Background — — — — — — students withASD).students communication andinspire insightintothelivesof better andfaculty toimprove parents happy towork with students’ are communication.Inaddition,ASN staff interpersonal- occupational-wellness, skill building,stress-management, cover, classes cohort amongotherthings,career preparation These inconjunctionwith theirotherclasses. classes cohort program alsooffers featuresattend suchas:members distinct campus awareness programs andskillbuildingbuttheASN self-regulation. mentoring,career prep, Bellevueoffers peer self-advocacy, interaction,areas habits, ofsocial study and inthe ASN –program, students whichworks closelywithits Navigator– Seattle(AutismBellevue College, Spectrum above); Disorder withAutism –described Spectrum Students Marshall University, West Virginia (College Program for orientation; andasummertransition therapy basis onaweekly session onehourofindividualcounselingandgroup basis, weekly two hoursofindividualized,hands-onacademicadvisingona events, mentorshipwithupperclassman,monthlysocial as peer individuallytailored program such fee based provides services improve therates ofgraduation This andgainfulemployment. withASDto students for program, specifically designed Fairleigh DickinsonUniversity, New Jersey (COMPASS students, recruited from recruited theSchool students, are University postgraduate Curtin mentors”. mentors” peer “Specialist on theprovision peer of “specialist programpeer-mentoring iscentred by Siewetal(2017), described As the Brown &Bork,2009). intheliteratureidentified (Wolf, withASD students for supporting 2011),Ames, aswell asonstrategies Canada (AMP;Bebko, Schroeder & et al,2013)andYork University in Hastwell University intheUK(see programmes provided by Cambridge Rooney &Girdler, 2017)onsimilar developers (Siew, Mazzucchelli, according totheprogramme Programme (CSPM), modelled, Peer Mentoring Specialist Curtin Australia, the implemented University,Curtin inWestern withASD, ofstudents outcomes may improve third level education the provision mentoring ofpeer that evidencesuggests Because Hamilton, Stevens &Girdler, 2016). Weir, 2010;Nevill&White,2011; Gigal& implementation (Hart, successful withits associated been thathaveto thepositive outcomes due support approach tostudent commonlyapplied themost become mentoringapproach has The peer component. a peer-mentoring programmes do, however, feature Many ofthese offered tostudents. andsupports diversity ofservices the programmes highlights ofthese Even overview acursory participants atYorkparticipants University and, likementoring-program comparable university programs findings fromof thepreliminary replicated many that theresults are out available. Theypointed few evaluative published studies atuniversities, implemented been programs andhave exist specialised They recognize thatalthough several with anASDinauniversity setting. improve thewell-being ofstudents program can support specialised evidencethata preliminary programme, theauthorsreport andreviewingIn describing the regarding mentor training). Girdler, detail 2016for further Hamilton,Stevens (see & topics boundaries), aswell asASD-specific and confidentiality mentee, on campus,ways toengagewith roles ofamentor, resources available covered (e.g. generictopics both training workshops that specialist of theCSMP, mentorsunderwent help). Prior tothecommencement for staff approaching support (e.g.to thementee managingstress, pertinent for issues anhourtodiscuss weekly meet pairs mentee-mentor CSMP andpeers. staff with teaching andcommunication performance academic time management, Topics onneed. based mayinclude who provides support individualised mentor,are withaspecialist paired Therapy andSocial Work. Mentees or theSchool ofOccupational Pathologyof Psychology andSpeech

20 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 21 Study Background, Aims and Methods skills inthe sense thattheywill astransferablewhich are deemed organisational and practical skills, Key skillsinclude social, taught. programmes andtheskills thatare by peer-mentor level islessened ofthetransitionintensity tothird and, for withASD, thestudent the ASD to increase about knowledge of thementorswould alsoserve &Green, 2009).MacLeod Education at third level (Gelbar etal.,2014; withASD young people supporting an approach todeveloping and rolled outmorecould be widelyas mentorprogrammes peer supports, broader scale,withappropriate ona thatifapplied it ispossible aspeer-mentors, therapy students with psychology andoccupational University program specifically dealt around them.AlthoughtheCurtin formed by decisions those social and the perceptions, judgments withASDare influenced by people thatarise difficulties for social the authorswas thefact thatthe raised by issues An important ASD. with ofyoungthe outcomes adults effective inimproving themost to be ofothers,aresuch asattitudes likely targeting environmental barriers anindividual’s whilealso meet needs, that conclude thatinterventions (Madriaga etal,2008)andthey withtheprogramhighly satisfied intheCSMP were participants HallamUniversity,and Sheffield 2010) McMorris&Hancock, (Ames, Background families and students with transition families and students ofStepThe goal 1istoassist anddetermination. self-knowledge topromoteonline andinperson in interactive sessions participate and school) for post-secondary ofpreparedness degree identify (to self-assessments readiness intransition planning,undergoassist caregivers receive information to andtheir but are inhighschool) still (either 2-year or4-year institution) theywill attend thecollege identified facing transition (i.e.,students have to transition planning.InStep 1, inrelation needs student's particular levels (or steps), whichmatchthe behavior. STEPS of two iscomprised andfunctional adjustment college to withrespect positive outcomes with ASD, thatitwillyield inthehope determination (SD) inyoung people self-regulation (SR)andself- et al.,2016). STEPS improved targets Bray, 2011;Whiteetal.,2013; Ollendick& (White, Autism spectrum onthe environments for people of work enhancingeducational aconsiderablepublished amount inthisarea, having who specializes byresearch isled Dr. Susan White, for withASD. young people The Program (STEPS) for Students TransitionStepped inEducation (Virginia Tech) the inassessing andState UniversityInstitute atVirginia underway Polytechnic research isalsocurrently Important oftheirlives. various stages and they progress intoadulthood continue toaidtheyoung as person (BCI-ASD) orapsychosocial forComputer Interface ASD –Brain- reality on avirtual based either anintervention one oftwo newprograms – were to randomly assigned withASD(n=8) students In theirpilotstudy, college withASD. students college programs for developed of twonovel intervention ontheirpilottrial report a et al.(2016)published White institutions, education with ASDenrolled inhigher ofyoungnumber adults effectively thegrowingmost research onhow tosupport of Motivated by thepaucity STEPS etal.,2017). (White can enroll ‘open-label’ into (TAU), whichtimethey after STEPS or‘transition asusual’ toeither assigned with participants randomized controlled trial(RCT), is currently evaluated ina being STEPS success. academic andsocial topromote andcoaching activities integration social services, support individual counseling,structured including andinterventions, supports with ASDreceive fairly intensive students InStepschool. 2,college transition out ofhigh of asuccessful to increase thelikelihood deficits) (e.g., skill remediating identified steps andtakenecessary choices tomakeinformed needed tools have the families andstudents ensuringthat planning, specifically an advocacy agency for agency thosewith an advocacy and theUK.In2014,Autistica UK, toprogress acrosscontinued Ireland Closer tohome,research hasalso warranted. withASDis forapproaches students intervention and computer-assisted research onpsychosocial expanded that findings, theyconcluded Given thepreliminary interventions. and across participants inconsistent werebut behavioral outcomes programs, ofboth and acceptability thefeasibility evidence supports (CLS)Success program. Preliminary andLiving theCollege intervention,

22 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 23 Study Background, Aims and Methods Similar peer programmes areSimilar peer mentoring support. specialist andregular sessions of teaching inadvance orlecture slides handouts of copies withrequesting assistance to sitexams inasmaller venue, extra opportunity time,useofaPC, –suchas exam arrangements special applyingfor software, support software suchasmindmapping Suite which hasassistive IT (SEnIT) Adviser, toStudent Enabling access withaDisability tomeet in sessions drop- accommodated, this canbe andhow of Autism ontheirstudies impact thepotential guidance about adviser whowillprovide adviceand from an including:support service, through thedisability to students isavailable wide range ofsupport Student’sDisabled Allowance. A andthe National Autistic Society mainlyby funded the to have been Universities across theUKappears withAutism in initiatives for students support onoursearch results, Based 2014).Report, oflife withAutismstages (Autistica transitioning throughout thevarious face in thatadults challenges aims toprovide insightintothe University,with Newcastle which ‘Ageing withAutism’, incollaboration have anewprogramme, launched with ASD. Withthisinmind,Autistica living onresearchis spent into adults 7% research intheUK,anestimated year onAutism each million spent Autism, thatofthe £4 outlined Background with relevant parties (e.g.with relevant host parties thestudent’s discussing disability helpandadvicewith Services, some inputfrom &Dyslexia Disability and with available request upon andrequested, ifneeded in class, aloud toread passages asked being exemption from appointments, workshops, tutorials,seminarsor in tooralto respond questions adviser, additionaltime ifneeded, withapersonal one-to-one meetings tomore frequent access possible, 24hoursinadvance, whereat least material toclass attendance, access torecord whilein permission lectures are offered. are Amongthese wide range ofacademicsupports ontheirwebsite, a detailed As or communicationdifficulties. withsocial tostudents service offerof London acomprehensive The Royal Holloway, University England, Scotland andWales. East North Northamptonshire, such asLancashire, Leicestershire, areas acrossrun inselect theUK, across Ireland andtheUK also continued toprogress Closer tohome,research has Economics, Poland; Autismo Burgos, Finland; and Academy ofHumanities Kekuspuito Vocational College, University UKwhere itinitiated, Beckett (Leeds European countries across five facilitated partnerships ProgrammeLifelong Learning and by theEuropean Unionunderthe 2013and2016 between funded Autism &Uniwas aresearch initiative year. your first September before starting inearly programme Unistart called in atwo-day residential orientation ofparticipating thepossibility needs, order todetermineaccommodation in accommodation visit toCollege andthirdsecond years, apre-arrival inhallsthe tostay and permission inthefirst year accommodation to priority ofrequesting possibility material,etc.),with locating the help withloans, (such asflexibility Holloway support includelibrary inRoyalother professional services from Allowance. Supports Students viaDisabled additional support advice regarding applicationfor student’s current evidence, medical inthe recommendations contained the upon dependent arrangements, organisation ofexams access on relevant technology, assistive Week), andadvice initialsupport orientation buddyduringWelcome an onanindividualbasis, agreed tobe skillssessions, include study Services &Dyslexia Disability offered from the supports Other orwork placement).institution typically encounter duringthe typically to overcome they thechallenges tohelpstudents and strategies toinformation with access students Autism&Uni Online Toolkit provides individual.The toeach suited tailored inamanner canbe these strengths, as enhancing students’ of asameans interventions and tools use oftechnological Autism for &Uniadvocates the strengths. student on it focuses deficits, that tendtoemphasestudent sense thatunlikeotherinterventions (2015), Autism &Uniisuniqueinthe According toFabri andAndrews as well asacademicprofessionals. withASD thestudent both assist of Toolkits to thenused and Guides the grounds for thedevelopment whichprovideand questionnaires, by conductinginterviews experiences hand first insight from thestudents’ programme, Autism &Unigains mentoring peer of thepopular Rather thanincorporate elements Autism atthird community level. integrative approach withinthe Autism &Uniaimstoadoptamore Unlikeother initiatives, education. from level second tothird level theminmakingthetransition assist to ontheAutism spectrum students initiative works inconjunctionwith ofDrMarkFabri.leadership The the project intheUK,under University hascontinued Beckett Netherlands). Since2016,Leeds andTechnicalSpain; UniEindhoven,

24 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 25 Study Background, Aims and Methods study situations, and difficult situations. situations,anddifficult situations. study the student’s diagnosis, managingexpectations, are: informing students theuniversityassist of within theAutism&Uni Online Toolkit in order to The four key identified thathave themes been institutions. HE withinoroutside students autistic professionals supporting Practiceand tutors,Best for PracticeBest for HElecturers managers andsenioracademics; Practice Best for HEI also designed: Practice wereThree Best Guides a diagnosisofautism. cater, inparticular, with for students ofASD.knowledge However, they couldincrease their HEI community sothatthewholeUniversity / access The Toolkits were for open designed situations, anddifficultsituations. study managing expectations, university ofthestudent’s diagnosis, are: informing the students to assist withinthe identified inorderToolkit four thathave keythemes been The and related totheirneeds. onscreen isrelevantthat appears that thecontentandinformation users tocreate anonlineprofile, so transition touniversity. Italsoallows Background students with disabilities are withdisabilities entitled students that directed Act The 2005Disability andGovernmentlegislation Policy. in asaresult ofchanges in part, Ireland have atleast developed, in studying for students Services Development ofAutism Support further. consider ways todevelop them andto Services Autism Support ontheircurrentsettings toreflect Universities inorder to prompt HE ProgrammeAccreditation for UK anAutism themindesigning assist Autismthe NASasked &Unito Autism &Uni,asinAprilthisyear, (NAS)National Autistic Society and the collaboration ofwork between from themore deduced be recent level Evidence education. ofthiscan with ASDsintheirtransition tothird fordevelopments aiding students this initiative infuture hasaided Universities andresearch from across ofother European anumber supported Autism &Unihasbeen in IrishHEIs. implemented Aspergers, have been includingAutism/with disabilities, ofstudents initiatives supportive Not surprisinly, of then,anumber withdisabilities. students supporting at aimed progression ofservices including thedevelopment and for theentire population, student provide environment asupportive to necessary to takethesteps onUniversities a responsibility hasplaced oflegislation body with ASD. Since2005,thewider for students even more necessary are developingtypically students, for although ofimportance initiatives, settings.These education inallthird-level services support and develop counsellingand promote positive mentalhealth Children propose aninitiative to and ofHealth the Department 2005saw Act, of theDisability In additiontotheintroduction 2010a).(HEA, Education setting across thecountry Higher inevery Officers Disability bywas of marked theappointment ofIrishHEIs.Theyear 2010 Services through Support theDisability level inIreland facilitated have been withASDatUniversity students inrecent years to aid developed many oftheinitiatives thathave withASDand students includes This,naturally,developing peers. astheirtypically services support and thesameeducational to access ran during thesummetime inDCU orientation programmeThis 2-week aUniversity place. who hadsecured withAutism forPittsburgh students andtheWatson Action Institute, in conjunctionwithIrish Autism ran apre-orientation programme bySciences andfunded Genio, School ofNursingandHuman runby project, the This DCU (ACCLAIM). Model and Intervention Lifeand Community Acclimation project through theAutism College and, in2010,ran ahighlysuccessful innovative programmes support a strong tract record ofproviding have TheUniversity does service. programmean Autism-specfic or however, not, does currently offer ofthisReport). section next It (see with andwithoutdisabilities students for its services support and comprehensive range ofstudent University offersDublin City awide reader,interested AsIAM. offered inthisarea). For the flavour currently oftheactivities Ireland, butismerely topresent a provided by allofthe27HEIsin oftheservices anexhaustive list be to below (note:thisisnotintended a sampleofwhichispresented Autism intheIrishthird level sector, with commonly offered tostudents ofsupports more thetypes about exercise tofindout was undertaken across theHEIs-this students available to range ofsupports thebroad in IrishHEIs,we scoped In order current toidentify initiatives

26 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 27 Study Background, Aims and Methods of Ireland to (ASPIRE) highlighted Asperger’s Syndrome Association was TheIrish component introduced. anAutism-specific and need, 2006). Later, ofdemand because Nolan, 2010;Nolan& MacCobb, coursework (Gleeson,Quinn & andmanagingtheir participating examinations, passing deadlines, meeting fulltimestudents, of being goals in achievingtheiroccupational students was onsupporting service Thefocus ofthe with Disabilities. forEuropean Social Service Students through andwas funded the Service intheTCDwas based Disability problems.mental health Theproject withsignificant for students service initiallyin2004asa designed inTCDThe Unilinkservice was graduation andemployment. from University entrancestages to atall students aims tosupport Service),Disorders Support which with ASD(TCD Autism Spectrum for students ofsupport a model have developed Unilink Service, collaboration withtheUniversity’s The TCD in Service, Disability inthecountry. Services with Support withASDregistered of students number havingthehighest reported Trinity Dublin(TCD) College has &Safety Health etc).Restaurant, (e.g.course oftheirstudies Library, encountered duringthe be certainly the University thatwould almost of toaspects talks andsitevisits orientation and incorporated Background all UCD students, writing supports, writing supports, all UCDstudents, available to the range ofsupports include supports website. These availableat UCD” ontheUCD Manage Your Asperger’s Syndrome are inaPDF“Howthese to outlined are offered and range ofsupports the workplace. Acomprehensive skillsinto graduates andtakethese ofsuccessful the skillsexpected sotheycandeveloplearners independent tobecome Support withDisability registered all students (ALL)istoallow& Lifelong Learning website, theaimofUCDAccess theUCD per As Lifelong Learning. & withUCDAccess to register are invited students supports, these To withdisabilities. students receive to offers arange ofsupports Dublin(UCD)University College attending college. of their own experiences personal of accounts linkstostudents’ video materials. Thesitealsohouses as well asarange support ofstudent through theirtransition tocollege, withASD students tosupport best detailinghow to academicguides University website thatprovide links ofthe TCD section hasadedicated services, support In developing its in Ireland (ASPIRE,2009). provided by allthird level institutions tobe for thislevelneed ofsupport However, the theyemphasised withASD. students in supporting has hadaprofoundly positive effect Education thattheUnilinkservice the NationalStrategy for Higher recently been put inplacetoaid recently been outlining the procedures thathave their website now catersfor thisin withASD, and ofstudents number riseinthe acontinued anticipated have,University staff therefore, The increasing to60atpresent. the 2012/2013academicyear, enrolled during 7students with just ontheAutism spectrum, students of applications andenrolments theincrease in has alsonoted Cork(UCC) University College well asexam preparation. group work, avoiding plagiarismas research skills,presentations and skills,academicwriting, study time managementandorganisation, university andincludenotetaking, at tosucceed the skillsneeded learn tohelpstudents are designed workshops viaemail.These students to andare advertised semesters overtimes thecourseofboth workshops areThese runseveral primarily through group workshops. ALL, provides support learning Support Learning Another service, whenplanningessays. used also be following orreading. Itcan lectures way in auseful ortocreate notes toorganise theirideas students Mapping software, whichcanhelp withabuilt-inrecorder,pen theMind anelectronic Smartpen, Livescribe suchasthe software anddevices of with Autism. consist These providedstudents for specifically aswell assupports exam supports counselling, maths supports, experience of transitioningexperience tothird a diagnosis ofASonhispersonal talk from acurrent with student a tourofUCC’s campusanda with and theirparents students skills, aswell asproviding prospective organisational social, and study thedevelopment of in particular life, ofcollege with various aspects Cork city. Theprogramme dealt in schools a variety ofsecondary across classes Certificate Leaving males), allofwhomwere enrolled in (twofemales andtwelve students prospective by attended fourteen inJune2016, waswhich was piloted Thetwo-dayprogramme,parents. withASDandtheir level students targeted towardsspecifically second Programme, Support the Pre-Entry is One ofthemaininitiatives outlined university life. withASDface throughout students with overcoming that thebarriers by pilotingprogrammes toassist andASPECT haveService begun Support Disability Both theUCC withAutism. ofthestudents needs ASPECT, theadditional toaddress for Autism,Cork Association withthe hascollaborated UCC support/disabilitysupportservice/as/ https://www.ucc.ie/en/media/ aspergers/supports/ https://www.ucc.ie/en/dss/current/ available are: third level. Amongthedocuments intheirtransition to students these

28 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 29 Study Background, Aims and Methods the programme outliningthesocial workers from ASPECT alsoinput into with adiagnosisofAS. Key students incoming on campustosupport available ofthesupport overview where oftheDSS staff give an attend thisone-dayprogramme can andtheirparents Students introduction toUniversity life. an with ASDandtheirparents toprovidedesigned students Orientation Programme:Specialist are: students DSSUCC toincomingandcurrent offered by the among theservices website, ontheUCC detailed As ultimately towork andemployment. transitiongood toUniversity and dynamicofmakinga the social manage tobetter an individualbasis, on students, key worker who assists ofa ASPECT canavail ofthesupport with whoalsoregister students orpersonal).technical Inaddition, (educational, a range ofsupports canavail of ofneeds, assessment onoutcomeof depending students, diagnosisofAS. These primary whohave a over 60students DSSUCC currently supports the In termsofcurrent students, (DARE) applicationprocess. Route toEducation Access Disability withinformationpresented onthe andwereas theirchildatUCC available tothemselves aswell services of therange ofsupport level. Parents were alsoinformed Background stress, enhancing self-advocacy,stress, on developing with skillstocope OT programmes focus atUCC on aone-to-oneorgroup basis. executive functioning skillseither todevelop their the opportunity programme are alsoprovided with TherapyOccupational (OT) ASD. involved Students inthe with students toassist designed software training inspecialist tolecturers, to needs specific identifying exam arrangements, ranges from skills, alternative study Educational support andtechnical and employment programmes. therapyas well asoccupational support, andtechnical educational ofboth consist Autism spectrum onthe provided for students thatcanbe services Additional education. theirtransition tohigher to assist there whowillbe staff of support withcontactdetails student each entail andtheprogramme provides what thetransition to University may of experience afirst-hand students to give Itisdesigned ofAugust. week programme thatrunsduringthelast to attendaone-dayorientation withASPECT,registered are invited andthosepreviously applicants Successful toentrants. of interest thatmaybe the clubsandactivities andgives anaccountof experience theircollege about AS alsospeaks with DSS. Acurrent with student whoregister forin UCC students available supports and personal in HEIsIreland. asafeatureadopted ofthesupports internationally, hasnotbeen widelydeployed system support tonotethatthepeer- interesting Itis Thus,thisproject. students. undoubtedly, donetosupport be is encouraging, butmore can, with Autism withinIrishHEIs provided tostudents and services Overall, therange ofsupports level education. overall inthird positive experience and,inturn,facilitatingbarriers an ofovercomingin thehope these by andskills developing strategies with ASDface onaday-to-daybasis, targeting thatstudents thebarriers are at aimed elements All ofthese bonds. that willaidinfostering social and developing communicationskills organisation andproblem-solving, fundamental roles incontributingto playsuch aspects and social 2007).Deane, academic both As & et al.,2011;Wilson,Rickwood (White andanxiety depression symptomatology, inparticular, of presenting withcomorbid duetothelikelihood population, asahigher risk turn, recognised are,on theAutism in spectrum manage (Kracen, 2003). Students difficultto with highereducation associated stresses as theyfindthe mentalhealth, withpoor students thehigherincidenceof recognises Research across Ireland andtheUK University (Hunt&Eisenberg, 2010). duringtheirtimein that manifest relationshipssocial andsupport more importantly, relates tothe inaddition,and, but, achievements, not onlyrelates toacademic At third level, student’s well-being

30 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 31 Study Background, Aims and Methods statutory right of equal access to access rightofequal statutory and the ofeducation effects ofthetransformativerecognition isthe keyelements ofthese each provisionin service Underlying Actthatare relevant Needs Special Employment andthe Equality Acts, DisabilityAct2005, Status Acts, oflegislative change:Equal elements four(AHEAD) key highlights andDisability Education Access for Higher The Association level inIreland. institutions acrosson theAutism third spectrum for ofeducation students the quality andskillstoimprovingknowledge appropriate training toapplytheir professionalseducational with initiative are keyinthattheyprovide Thefundamentals ofthis courses. Development (CPD) provision enrolling inContinuingProfessional by Education Special Needs of theirknowledge to further professionals theopportunity educational and teachers qualified and Science, whichprovides ofEducation by theDepartment Initiative. Thisinitiative isfunded Education withintheSpecial seen with ASDatthird level canbe fortraining students andsupport Further evidenceofimplementing totheirindividualwell-being. threats toprevent any further supports skills,aresocial provided adequate executivewith both functioningand with ASD, whoencounterchallenges therefore, imperative thatstudents student’s overall well-being, itis, Background recognition of the need to support tosupport oftheneed recognition ofthegrowingIt iswithinthe context level sector. ofthethird focus ontheneeds less level with education, and secondary atprimary young people supporting inIrelandexist are targeted at thatcurrently initiatives andservices for individuals.Many these ofthe ofeducation on theimportance years tofocus fourteen in almost Autism and was the majorfirst report with ofpeople additional needs the inidentifying was amajorstep The publicationofthatReport inlife. opportunity child withequal required inorder toprovide every isthekeyelement education by thefact acknowledging that fundamentals oftheNCSEReport BrutonreiteratedMinister the the country. across withASDsinschools students (NCSE) Policy onsupporting Advice EducationNational CouncilSpecial the publicationinJuly2016of Brutonwelcomed years, Minister inrecent implementation ofservices 2010). Following thesuccessful (HEA, withdisabilities for students funded implementation ofservices this fundingandmonitoringthe forresponsible of theallocation Education Authority (HEA)isthen of fundingfor HEIs,whiletheHigher The State provides theoverall block citizens. for all andservices opportunities provision. gapsinourcurrentidentify service we setouttoexplore thisinorder to withAutism, campus for students oflifeto expore on theexperiences University atDublinCity conducted no previous research hasbeen Autism Friendly Campus.Because an intentiontobecome its outlined (and education beyond) thatDCU throughout theirthird level withAutism adequately students

32 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 33 Study Background, Aims and Methods Study Aims&Methods (see Appendix 1). Appendix (see Committee Ethics were ofthestudy this study. approved Research by Allaspects theDCU of were andattitudes knowledge captured aspart experiences, and staff toimproveaddressed withAutism. life Student oncampusfor students Autism, theirperceived adequacy, any andtoidentify gapsthatcouldbe with for atDCU students toexplore aimed current services studies, The overall study, offour whichwas separate composed butrelated Study Aims provided consent gained access tothesurvey.provided access consentgained Rett Syndrome Disintegrative andChildhood Disorder. Onlythosewho (PDD-NOS),Pervasive Specified Development Disorder –NotOtherwise Asperger’s suchas conditionsonthe Autism Spectrum, specific Syndrome, in DSM-V, inorder was inclusive used tobe ofthosewithdiagnosis survey, theumbrella termof“Autism Disorder” asdefined Spectrum Disorderdiagnosis ofAutism (ASD). Spectrum For ofthis the purposes 18yearsandabove aged witha students Inclusion Criteria:AllDCU explore improved. mightbe how these wereuniversity experience andwere notworking well for themandto ofthe andparts with Autism attendingDCU, toexamine whatservices was ofstudents toexplore ofthesurvey The purpose theexperiences 6forcontent). Appendix as well survey (see asalive linktothesurvey information 5)asattachments Appendix ontheproject funders(see 4) and some Statement Appendix PlainLanguage (PLS) (see the study theirdiagnosistotheDLSS. disclosed included TheCallfor Participants withAutism, includingthosewhohave not toallstudents accessible to be 3), Appendix (see anonymous survey to completeashort aswe it wanted withAutism Invitation experience: University toStudents Student: ADCU LivingwithAutism heading: asa underthesubject mailinglist student by thePrincipal Invistigator tothegeneral issued Call for Participants by DLSS) issued viaa 2 for butwas Callfor alsoadvertised Participants (DLSS) Appendix (see Services &Learning through Disability theDCU onesemester. forDCU atleast tostudents was advertised Thissurvey withAutism whohave attended software platform students toDCU etal(2015)was viatheQualtrics by administered used Gelbar survey Study 1:Anonlineanonymous survey, from withpermission the adapted Methods

34 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 35 Study Background, Aims and Methods Study Aims&Methods recommendations of this Report have been implemented. have been recommendations ofthisReport thekey 12-18monthsafter repeated willbe survey thisstudent attitudes, oftheoverallthe impact project onlevels andchange in ofknowledge Patrick’s St. GlasnevinandDCU theDCU on both campus.To capture Section:AutismExhibition (see Awareness Exhibitionbelow) was held datawere ahighlyvisibleAutismWhen thebaseline Awareness collected, questions. totheVignettewho provided access andassociated consent gained 18yearsandabove. aged Onlythose students Inclusion Criteria:AllDCU Strongly Agree. scale,where ranged from responses Strongly Likert a 5-point Disagree to thecentral about character, ofeightstatements toaseries respond using 9)andto Appendix vignette(see werein thestudy toread ashort asked participate to thattheyhad thePLSandwhoconsented confirmed read 8), Appendix who PLS(see 7)withanattached Appendix students (see the vignettecharacter (who hasAutism). Following aCallfor Participants about vignetteandarange theformat took ofquestions ofashort survey Autism theirlevels Autism. andalsoexamined about ofknowledge This with totheirpeers ofthegeneral body explored theattitudes student Software 8). Appendix viaQualtrics (see inDCU body This student of theauthors(NevillandWhite,2011)was totheentire administered Study withpermission whichwas 2.Anonlineanonymous adapted, survey Five were (see alsoconducted one-to-oneinterviews semi-structured See arising from thediscussions. intothemainthemes verbatimtranscribed andthematicallyanalysed approximately1-hour Theylasted andwereteam. audiorecorded, and by oftheproject amember accompained andAssociates) Begley (Sinead 12).Appendix Focus groups were facilitated by consultancy anexternal provided writtenconsent(see For focus both groups, allparticipants andtheIntra Services. Services theAccommodation the Student Services, (DLSS), Services Support from member andLearning theDisability staff withAutism. Thisfocus group a regularly included engagewithstudents (n=4)who staff A separate focus group withsupport was conducted — — — — — — — — range ofSchools andFaculties intheUniversity includingthe: (n=9)from withacademicstaff/technicalwas staff conducted a support 10&11) afocusFollowing Appendix group (see aCallfor Participants group.with thisstudent toengagemore effectively and toexplore how supported theycouldbe withAutism arisingfor inengagingwithstudents examine staff theissues withAutism available oncampus,to for students andsupports services oftheUniversity toexplore staff thecurrent with academicandsupport Study were 3.Focus conducted groups interviews andsemi-structured — — — — — — — — School ofPolicy and Practice ofEducation in Education, Institute DCU ofEducation Education,School Institute ofInclusive andSpecial DCU FacultySchool ofMathematicalSciences,DCU ofScience andHealth FacultySchool ofChemicalSciences,DCU ofScience andHealth Faculty Sciences,DCU School ofScience ofBiological andHealth Health FacultySchool ofNursingandHumanSciences, DCU ofScience and FacultySchool ofPhysical Sciences,DCU ofScience andHealth Faculty andComputing School ofComputing,DCU ofEngineering Appendix 13for Appendix focus guide. group question

36 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 37 Study Background, Aims and Methods Study Aims&Methods (see Appendix 13). 12)andwrittenconsentwas Appendix Appendix required (see (see For Focus aPLSwas both provided Groups andone-to-oneinterviews, — — — Inclusion Criteria: were audiorecorded verbatim. andtranscribed interviews These — — — — — following: were witharepresentativeAutism. conducted Interviews from ofthe each with whomightengagefrequently withstudents frommember theservice were inorder contacted torecruit astaff ofkeyservices anumber project, guide). 14forAppendix interview For ofthe ofthisaspect thepurpose — — — — — — — — provide services to students withAutism. tostudents provide services whomight frequently staff Semi-structured one-to-oneinterviews: withAutism. students whoregularly engagewith staff Second Focus Group: support DCU First Focus Group: Staff. AllDCU andCateringDCU Restaurants Library DCU Centre for Talented Youth inIreland (CTYI) Service Support andLearning Disability Union Students’ DCU (see Appendix 1). Appendix (see Research Committee Ethics oftheproject were Approval:Ethics approved Allaspects by theDCU environment were anddescriptive notes keptfor photo. each lighting, andsignage.Photoswere takentocapture visuallythephysical physical environment primarilyfrom ofnoise,smells, theperspective ofthisauditwas atthe was Thegoal tolook an audittool developed. thephysical environment.negotiating For ofthisstudy, thepurpose in thatmightarisefor toexplore members students the issues team withAutism (n=4)andtwoproject byCampus was conducted students Patrick’s St. GlasnevinandDCU theDCU auditofboth Study 4.Asensory

38 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 39 DCU - Study Context Students undertake their studies inoneoffive theirstudies Faculties. undertake Students Faculty Structure (SS&D) services. provision ofarange andDevelopment ofStudent Support throught are supported students Throughout theirstudies, five andCentres. anda Institutes Faculties range oflinked Ireland ofEducation College (CICE) intoDCU, there are now ofEducation Institute Mater Dei (MDI)andtheChurch of incorporation Patrick's ofSt. Drumcondra College, (SPD), Centre. ofDublinCity Following north just 60 hectares the isamulti-campusuniversity occupying appoximately DCU comprises sixSchools ofEthics. aswellcomprises astheInstitute oftherecent incorporation ofSPD,as part MDIandtheCICEintoDCU, The Faculty greatly andSocial Sciencs, whichwas ofHumanities expanded 1. Faculty andSocial of Sciences Humanities DCU -Study Context DCU — — — — — — — — — — — — — — Institute of Ethics Institute School of Theology, Philosophy, andMusic andGeography School of History School of English School andGovernment of Law Fiontar & Scoil naGaeilge andIntercultural Language School of Applied (SALIS) Studies post-graduate programmes. therepost-graduate WithintheInstitute, are sixschools. programmes aswell asarange ineducation, oftaughtandresearch-based andtraining. offerseducation TheInstitute arange ofundergraduate andfurther primary, childhood, -early post-primary system the education of across allsectors ofeducation students bringstogether The newInstitute of4,000. inexcess body of more andastudent than125full-timeacademics through theincorporation ofSPD, MDIandtheCICEintoDCU, Ithasastaff ofEducation faculty Institute ofDCU, isthenewest The DCU established of Institute Education2. DCU — — — — — — — — — — — — — — School of STEM Education, Innovation Studies andGlobal School of Policy and Practice in Education andGeography School of History School Literacy andEarly of Education Language, Childhood School Education of Inclusive andSpecial School of HumanDevelopment Education andMovementSchool of Arts Development (SS&D) services of and Student Support throught provision of arange are supported students Throughout theirstudies,

40 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 41 DCU - Study Context Faculty Structure Science andmany more. Athletic Therapy andTraining, Astronomy toNursing,Psychology toSport offers arange ofover from courses ChemicalSciences to 20honoursdegree The Faculty Schools and ofScience ismadeupofsixconstituent andHealth Faculty3. DCU of Science andHealth degree programmes andPhDlevels.degree atBachelors,Masters Itishometothe: and ICT(information andoffers sectors communicationandtechnology) to pursuecareers intheSTEM (science,technology, andmath) engineering onpreparingThe Faculty students andComputingfocusses ofEngineering Faculty4. DCU of andComputing Engineering Research (MEDeng). (SCI-SYM)Systems Modelling andthe Centre for Engineering Medical theCentre IntelligentContent, forGlobal Scientific ComputingandComplex Technologies),Engineering theCNGLCentre Analytics), INSIGHT (Data for (National Research Centreincluding: the RinceInstitute inAdvanced oflarge inanumber scaleresearch centres, orparticipates and hosts — — — — — — — — — — — — — — — — — — School of &Manufacturing Mechanical Engineering School of Electronic Engineering School of Computing School of Physical Sciences School of NursingandHumanSciences School of Mathematical Sciences andHumanPerformanceSchool of Health School of Chemical Sciences School of Biotechnology support, assistive technology andexamination support. technology assistive support, skills study assessment, needs may includeaneducational they onindividualneeds, available isbased While thesupport medical condition. orlong-term difficulty learning specific withadisability, for allstudents and supports of services offers DCU arange available toallstudents, range ofservices and theircore roles are inTable presented 1.Inadditiontoa services Centre.Student ofthese overview Health Abrief Development Unitandthe Work theSports Placement Unit, theInterFaith Service, Centre, Support theINTRA Learning Counselling& & Office, theDisability Development, Personal theCareers Office, Student Centre, Advice theAccess withinSS&D Theunits comprisethe population. student ofadiverse needs developmentand personal andsupport theprofessional, academic serving broad range ofunits &Development StudentDCU Support ismadeupofa canavail of.DCU at thatstudents andsupports ofthemainservices overview offered byrange DCU, ofservices we have provided abrief Given withrelevant the team expertise. multidisciplinary are delivered by a supports These with additionalneeds. students for supports andhasinplacespecific all students to providesDCU acomprehensive services range ofsupport &Development StudentDCU Support - Services StudentDCU Support for CloudComputing. for &Talent Family the Leadership Business; andthe IrishCentre Institute; worldwide. ItishometotheDublinAviation (DAI); Institute Ireland’s Centre schools of AACSB accreditation - placingitinthetop5%ofbusiness withtheaward school, business position asa world-leading its confirmed a range ofundergraduate andgraduate pprogrammes. Ithasrecently School isIreland’s Business offering school, DCU ambitiousbusiness most School Business 5. DCU

42 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 43 DCU - Study Context Student Centre Health Development Unit Sports INTRA W Inter Faith Centre Chaplaincy - available] on services overleaf[see for more details Service (DLSS) Support Disability &Learning Development Counselling &Personal Careers Office Access Office Ser Table andDevelopment Student Support 1:DCU (SS&D) Student Advice Centre vice ork Placement Unit Mentoring Programmes andanOrientation Programme. programme whohave asanAccess Scholar. for entered DCU students include,Top–Up Peer Supports OnetoSupport, Scholarships, Academic Support, aimsthroughIt achieves andSecond these theirPrimary level Dublin.They programme alsohave schools anextensive withNorth supports Post–Entry Ser student presentingstudent withanurgent problem and,ifnecessary, refer ontothedoctor. any andawalk-inthe student’s hours.Thenursewillassess services, medical duringopening own Consultationsservice family Nurses orspecialist doctor andconfidentialcompassionate manner. duringtheacademic service year, withaGPmedical Service provides The Health students whichisan‘addition’ to Thisisdelivered care in acaring, healthy health lifestyles. about andeducation The Student Service withqualityprimary aimstoprovide Health students andcompete at thepinnacleof theirsport. whowishtoperform athletes totalented person, fromfor therecreational sports allstudents, Development for Service isresponsible thedevelopment inDCU.The Sports Theprogrammes focus opportunities of sport student ondeveloping sporting graduation.upon withaworkstudy placement provided by anemployer from arelevant ajoboffer of securing industry. prospects Theexperience students’ greatly enhances Work range placement TheINTRA placements from thestudent’s integrates 2to12months inquestion. induration, onthedegree academic depending for Unitisresponsible TRAining) organising (INtegrated The INTRA work feature whichare placements, amandatory of many programmes inDCU. degree The Chaplainspromote spirituality, provide ora ear.confidential hospitalityandoffer of support aconfidential inneed space students for include: supports These needs. individual learning their academic anddevelop goals andprofessionally personally duringtheirtimeattheUniversity. tomeet TheDLSS putinplace awiderange of supports DCU withinSS&D topromoting committed anenvironment services TheDLSS to difficulties. isone of support reach of anumber students thatencourages conditions long-termmedical and/or for withdisabilities, inDCU learners The DLSS of learning accessandopportunities promotes equality specific anddevelopmentalhealth issues. helponawiderange growth, of personal psychological when inacrisisandspecialist andinputtostudents offers support one-to-one counselling, expert The CounsellingandPersonal Development Service isaprofessional andconfidential Theservice thatisavailable service students. free of chargeDCU toall Making, One-to-one/group career guidance andcareer planning,Onlinecareers resources, Mentoring programme andanonlinevacancy system. of Preparation work graduation. includeCVClinics, after Services for the Worlv`d of Work, worksuchasCareer PlanningandDecision Class ontopics totransition for successfully into of theircareer theworld students journey andprovides atthestart opportunities The Careers Service works withstudents AccessService are:The three mainaimsof theDCU relevant. Advisor. of any theirlives attheUniversity about andrefer aspect where Student tostudents themtoindividualsorotherservices, Advisorscan speak orprofessional circumstances personal development, whichthey theirstudies, withaStudent mayhave about wishtodiscuss Students various questions — — — — — — — — — — — — — — — — Orientation specifically for 1st year students withadisability students Orientation specifically for 1st year Therapist withanOccupational –Individualsessions 1-1 Academic Support Personal/Academic -including notetaking Assistant TechnologyAssistive software &apps –specialist –includingsmallerexam room, lowExam distraction room, Supports extra time,useof laptop To completing theirprogramme students of study. support To from increase thenumbers theUniversity’s target entering communities third level To promote apositive experience of education vice Over vie w andC ore R ole

44 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 45 DCU - Study Context — — — — — — — — — — — ontheirneeds: based registering withtheDLSS canStudents avail of thefollowing, — — — — — AvailableGeneral supports for All-CampusPopulation W — — — — — — — — — — — — — — — — DCU Student Support Services Services StudentDCU Support orking withStaff academics toSchool and andaccommodations Communication ofdisability Comprehensive assessment needs DLSS OrientationprogrammeSpecific for newentrants Officer andconsultationwithDisability support Pre-entry Writing Centre college. settlinginto Orientation andDiscover programmes tosupport DCU team oftheStudentEducational Learning Psychologist aspart writingetc.) assignment skills,timemanagement, as study (online,inareas such Student group Learning andindividualsupport and Counselling Centre Health particularly &Development services, Student Support on students with disabilities is distributed isdistributed with disabilities on students withautism,andhow information students practises, how tosupport available DLSS guidelines for oninclusive makes staff teaching withautism. students whichbenefit all students, DLSS alsowork topromote more inclusive practices/environments for thestudent. support to best withinDLSS inorder andunits Liaison ofDLSS withotherservices staff communication skillsprogramme. toarange ofgroupAccess programmes e.g. Connected theGet functioning life, ofcollege includingexecutive elements academic andsocial from Therapist for anOccupational managing support Individualised Exam Supports whenrequested semester throughout andguidancefrom Officer the Disability Support — — — — — — following: todoallofthe DCU. with asanopportunity week first Itismarketed through their andguidestudents Orientation isorganised toassist Student Orientation atDCU intechnology.interest withan isaprogramme forCoderDojo runinDCU young participants CoderDojo inprogrammes runby CTYI. or participated summerprogramme havefirst attended in1993, overstudents 35,000 6to17years from aged Ireland andabroad. Sincethe students ability ofhigh theneeds in1992tomeet atDCU was established age. CTYI rather andinterest onability than based challenges and interesting by academicallyandsocially providing both their potential relevant toreach students aimstoallow alltalented CTYI andabilities. all ages ability. of TheCentre for alsooffers courses students university style withhighacademic provides for enrichmentcourses The CTYI students The Centre for Talented Youth (CTYI) atDCU on theirneeds: registeringwiththeDLSS canStudents avail of the following, based With separate pages onthewebsite for:With separate pages & Supports for Students & Supports Relevant Other Services DCU — — — — — — International students: see linkhere see International students: linkhere see Postgraduate students: linkhere see Undergraduate students: andvenuesondifferent times Locate sessions tonewsurroundings Adjust andclassmates staff withDCU Meet

46 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 47 Study 1: Survey for Students with Autism Students withAutism Students Online Survey for DCU Study 1 Results: entering college. The majority (92%)were Themajority entering college. full-timestudents. anIrishlanguage exemption for had obtained percent of students were whoresponded in taughtprogrammes. TwentyAll students seven ofEducation andComputing andtheInstitute (15.38%).Engineering withAutism intheFaculty studying of ofstudents numbers with equal 46.15%) followed the Faculty andSocial Sciences(19.23%) ofHumanities wereThe majority intheFaculty studying ofScience (12/26: andHealth were undergraduaterespondents students. weremajority 18-24years (21/26)andwere aged male.Allbut2ofthe are inTable summarised Demographic detailsfor 26students these 2.The answers (Q40open-ended onward). nottoanswerrequiring thefinalquestions elected complete allquestions whodidnot the9students interest, Of 17completingallquestions. just butwith ofthequestionnaire, tothemainbody proceeded 26 students background.educational Thus,atotalof on questions beyond thefirst 13provided demographic onlybasis databutdidnotproceed A further providing noinformationstudents otherthantoconfirmtheirdiagnosis. 3 withafurther questions, didnotthen answer anyOne student further (Q5). inthesurvey taking part 4 ) (Q4)to Appendix thattheyconsented the PLS(PLS–see andindicated further. Theremaining thattheyhad andunderstood 43confirmed read than 18years ofage(Q3) andwere, therefore, ineligibletoparticipate (Q2). onesemester at least Two thattheywere indicated less students for DCU thattheyhadattended (Q1). allindicated 45students, these Of withAutism AspergerSyndrome) diagnosed (includes that theyhadbeen indicated platform, totheQualtrics 45students atotalof113visits Of ProfileRespondent are 4and6. inAppendix instrument presented (PLS) andsurvey Full Statement materials,includingPlainLanguage detailsofthesurvey DCU F DCU Postgraduate Undergraduate S Age (ye T tudent S Demogaphic Data – Students withAutism Data –Students able 2:Demogaphic aculty 4th Year 3rd Year 2nd Year Year1st DCU Business School Business DCU Computing Faculty and of Engineering Social Sciences Faculty and of Humanities Faculty of Science andHealth of EducationInstitute 3rd Year Year1st 35 -44 25 -34 18 -24 ar s) tatus 9 (4repeat) 5 4 6 24 1 4 5 12 4 1 1 21 (11Male,8Female, 2Other)

48 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 49 Study 1: Survey for Students with Autism Results: Study 1 Results: students. wereadditional difficulties identifiedbyalarge of number are inTableco-morbidities presented seen, canbe 3.As andreported datafor category Summary diagnostic before diagnosed theageof5years. having been (11/36:30.56%). school leaving reported after 1student Just obtainingtheirdiagnosis a significantproportion reported School years(8/26:31%),years -6/26:23%;Secondary but School years[Primary their diagnosisduringschool thattheyobtained indicated ofrespondents The majority Diagnosis andCo-Morbidity school years years school their diagnosisduring their thattheyindicated obtained The majorityof respondents ASD Diagnosis Not Specified DisintegrativeChildhood Disorder Rett Syndrome (PDD-NOS) ++ Specified Not Otherwise Pervasive Development Disorder - Asperger’s Syndrome ++ Asperger’s Syndrome Autism ++ Autism T able 3:ASD Diagnosis N 3 0 0 1 7 10 4 1 — — — — — — — — — — — — — — — — — — — — — — Disorder /DCD,Dyspraxia ObsessiveCompulsive /DCD Dyspraxia DisorderProcessing CompulsiveObsessive Disorder, Auditory problem;processing depression compulsive auditory copingmechanisms); General disorder anxiety (with obsessive ADD /ADHD ADD/ADHD Dyslexia, (dyscalculia) Disability Intellectual DisorderAnxiety CompulsiveObsessive Disorder, Generalized Mild/General Disability,Dyslexia, Learning Dyslexia ADD /ADHD-x3 ++ Additionaldiagnosis

50 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 51 Study 1: Survey for Students with Autism had the opportunity todisclose. had theopportunity Others saidthey had not to them. that disclosing would ofany be benefit nature of theirconditionasreasons for non-disclosure. Some doubted discrimination, fear, shameandthepersonal isolation,embarrassment, theirdiagnosis toacademicstaff,Only 27%haddisclosed citingstigma, main reasons for thediagnosisprivate. wanting tokeep orawareness asthe lack ofunderstanding andfears about discomfort discrimination,negative attitudes, 17 hadnot-citingfear ofstigma, whilst theirdiagnosistootherstudents haddisclosed 9students Just hadnotrevealed theirdiagnosistofellow students. 65%) ofstudents (17/26: Themajority disclosing atalaterstage. with oneotherstudent Two semester commencing college. duringtheirfirst disclosed students DLSS,their diagnosisofAutism toDCU withonly34%disclosingpriorto thattheyhadnotdisclosed (54%)indicated ofthe26students Fourteen academicstaff. ofDCU members theirdiagnosisofAutism andto disclosed totheDLSS, tootherstudents having Disclosure: whoreported Figure ofstudents 1showsthenumber

Number of Students Study 1 Results: students and to DCU academicstaff andtoDCU students toother Services, Support andLearning Disability Autism diagnosistoDCU whohave andhave their notdisclosed Disclosure ofstudents number patterns: Figure 1 Disability Services Other Students Academic Staff Students Other Disability Services Disclosed ToDisclosed campus for students withAutism. campus for students togaugelife Q33)intended on (see provided toarange ofstatements Table (as 4[following theresponses percentages) illustrates page] Life onCampus: available. supports andmore isolationatbreak times, tosocial informationcan lead onthe dauntingandhighnoiselevels canbe asthecanteens atbreaktimes, eat tositand planningandorganisation, quietspaces exams, assignments, (without foroffers havingtogolooking them), ofsupport with support withAutism, more overt negatively onstudents on campusthatimpact issues withAutism ofpersons oncampus,tacklingthe sensory the needs office,morethe disability information, conversations andawareness of more involved role extra curricular life, inDCU greater involvement with withAutism, andhave tohelpthemmakefriendsandsocialise a students for aSociety them,thesamplecited whatelsewould support When asked said theywere notadequate. while35% weretheirneeds available tomeet atDCU adequate supports saidthattherange of (65%)ofstudents Themajority Student Services. from theofficeof hadalsoreceived supports ofstudents A smallnumber hadnotreceived orsoughtany supports. students for Talented Youthpercent of Thirty-eight (CTYI) offices for support. from inwithCentre theDLSS and8%(2/26)hadlinked atDCU supports thattheyhadreceived (11/26)indicated percentForty-two ofstudents Availing of Supports: were notadequate while35% saidthey their needs wereDCU tomeet adequate available at range of supports said thatthe (65%) of students

52 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 53 Study 1: Survey for Students with Autism 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 #Q who responsed to are thatstatement asN. who responsed depicted T Responses (asable 4:Responses percentages) provided to gaugeperceptions to intended arange of of statements life withAutism. oncampus of Thenumbers for students students abilities I getgrades which reflect personal my I findthe campus overwhelming I find it easy to upinlectures I findit keep I find attending lectures stressful I findattendinglectures from DCU Support services from Support DCU orinformation toget support It iseasy guidance from lecturers andseek toask questions It iseasy campus I prefer on timeinquietplaces tospend during class ingroup work participate easy to I findit I spend myI spend spare timealoneby choice of DCU of DCU I have contact friendsthatoften meoutside I eat aloneinthecafeteriaI eat by choice and how effective) intermsof how (both often assignments routineI have around agood and study I feel abletoadvocate for myself inDCU I came before inDCU studying I knew somepeople I have madenew friendsincollege I find it easy toliveI findit with my roommates University at I have skillstosucceed thesocial I have theacademic skillstoattendDCU I enjoy life atDCU uestion 26 26 26 26 24 26 26 26 26 26 22 25 26 26 26 9 26 26 N 26 23.08 7.69 7.69 7.69 20.83 34.62 3.85 23.08 3.85 11.54 9.09 16.00 11.54 23.08 11.54 11.11 15.38 7.69 disagree S 7.69 trongly 23.08 26.92 11.54 7.69 12.50 15.38 3.85 30.77 19.23 11.54 13.64 28.00 19.23 26.92 7.69 11.11 7.69 3.85 11.54 Disagree 19.23 15.38 11.54 15.38 4.17 7.69 3.85 15.38 0.00 11.54 4.55 12.00 7.69 7.69 0.00 11.11 26.92 11.54 15.38 disagree some what 11.54 7.69 3.85 11.54 16.67 7.69 3.85 3.85 15.38 7.69 9.09 8.00 15.38 0.00 0.00 11.11 3.85 0.00 15.38 disagree agree nor neither 7.69 15.38 23.08 11.54 8.33 11.54 3.85 7.69 19.23 19.23 13.64 12.00 19.23 3.85 30.77 0.00 26.92 3.85 3.85 agree some what 11.54 7.69 30.77 26.92 16.67 19.23 34.62 11.54 23.08 23.08 36.36 12.00 19.23 30.77 26.92 11.11 7.69 26.92 23.08 agree 3.85 19.23 11.54 19.23 20.83 3.85 46.15 7.69 19.23 15.38 13.64 12.00 7.69 7.69 23.08 44.44 11.54 46.15 23.08 agree strongly 65.39 49.99 30.77 30.76 37.5 57.69 11.55 69.23 23.08 34.62 27.28 56 38.46 57.69 19.23 33.33 49.99 23.08 34.61 subtotals disagree 23.08 42.3 65.39 57.69 45.83 34.62 84.62 26.92 61.54 57.69 63.64 36 46.15 42.31 80.77 55.55 46.15 76.92 50.01 subtotals agree

54 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 55 Study 1: Survey for Students with Autism Table 4,Continued 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 # Q to are thatstatement asN. whoresponsed depicted ofThe numbers students T Responses (asable 4:Responses percentages) provided to to gaugeperceptions intended arange of of statements life withAutism. oncampus for students DCU totransitionDCU toemployment from theCareers Service in support adequate Final Year Only-Ifeel Ireceive Students job aCVtoprepare inconstructing forsupport a Final Year Only-Ifeel Igetenough Students University thatare tailored tomy needs throughThere my are internship opportunities People ignore meinDCU I have thought of dropping outof DCU I have previously outof colllege dropped I generally feel depressed I feel isolated inDCU I feel isolated Estates) knowledgeable about Autism about knowledgeable Estates) staff (Library, services I find college Eatery, about Autismabout staff knowledgeable teaching I find college I find it easy to focus when I am studying easy to whenIam I findit focus information I have abstract difficulty learning preparing totransition toUniversity mein My School supported Secondary I can cope effectively andanxiety withstress I managemy timeeffectively I talk to other students whoare inmyI talktootherstudents class I enjoy livingaway from home I feel lonelyinDCU uestion 11 11 18 26 26 22 26 26 19 21 26 26 23 26 26 26 11 26 N 36.36 36.36 33.33 3.85 23.08 59.09 11.54 11.54 15.79 14.29 15.38 26.92 47.83 38.46 11.54 0.00 9.09 3.85 disagree S trongly 18.18 0.00 11.11 30.77 3.85 9.09 11.54 15.38 21.05 23.81 15.38 7.69 13.04 7.69 30.77 7.69 9.09 19.23 Disagree 0.00 0.00 5.56 7.69 3.85 4.55 11.54 3.85 15.79 9.52 26.92 23.08 4.35 15.38 15.38 11.54 9.09 15.38 disagree some what 27.27 27.27 27.78 11,54 3.85 0.00 3.85 7.69 47.37 42.86 15.38 7.69 8.70 7.69 15.38 7.69 9.09 11.54 disagree agree nor neither 9.09 9.09 11.11 15.38 15.38 0.00 7.69 19.23 0.00 0.00 3.85 19.23 8.70 19.23 7.69 26.92 0.00 7.69 agree some what 9.09 27.27 5.56 23.08 11.54 13.64 15.38 23.08 0.00 4.76 19.23 3.85 8.70 3.85 15.38 38.46 27.27 15.38 agree 0.00 0.00 5.56 7.69 38.46 13.64 38.46 19.23 0.00 4.76 3.85 11.54 8.70 7.69 3.85 7.69 36.36 26.92 agree strongly 54.54 36.36 50 42.31 30.78 72.73 34.62 30.77 52.63 47.62 57.68 57.69 65.22 61.53 57.69 19.23 27.27 38.46 subtotals disagree 18.18 36.36 22.23 46.15 65.38 27.28 61.53 61.54 0 9.52 26.93 34.62 26.1 30.77 26.92 73.07 63.63 49.99 subtotals agree

56 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 57 Study 1: Survey for Students with Autism indicate anegative experience. provided students ratings that of significant number ranged across the ratingresponses note,a scale.Of were fromresponses 17students, obtained just (Q34). atDCU experience although seen, canbe As Figure student’s 2summarises ratings oftheirsocial Results: Study 1 Results: Number of Students scale of1-10(where negative). positive and1isthemost 10isthemost Figure ona withAutism ratings atDCU 2: Students experience oftheirsocial Social Experience at DCU (1 = most negative; 10 = most positive) negative; 10=most (1=most Social Experience atDCU 6 4 11 10 8 5 2 9 7 3 # 1 10 4 11 1 5 9 8 7 3 6 # 2 top 3. campus –ranked ordered among individual by frequently selected most T top 3. campus –ranked ordered amongindividual by frequently selected most T Most difficult interaction social able 6:Most thingsabout on orsocialising Most difficult interaction social able 5:Most thingsabout on orsocialising Not knowing whattoexpect my whounderstand needs people Meeting explain –Please Other When Times change and locations Initiating aconversation The venues are needs. suitabletomy sensory Talking topeople Maintaining aconversation ofagroup Being part withsimilarinterests people Meeting Finding thevenue ofevent orlocation ans When Times change andlocations my who understand needs people Meeting Other, explain Please Finding thevenue ofevent orlocation needs The venue isunsuitabletomy sensory Maintaining aconversation Initiating aconversation ofagroup Being part withsimilarinterests people Meeting Not knowing whattoexpect Talking topeople ans wer wer 0.00 0.00 5.88 17.65 17.65 23.53 29.41 35.29 35.29 41.18 70.59 selecting # % ofsample 5.88 5.88 11.76 11.76 17.65 23.53 29.40 35.20 35.20 41.10 47.00 selecting # % ofsample 0 0 1 3 3 4 5 6 6 7 12 C 1 1 2 2 3 4 5 6 6 7 8 C ount ount

58 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 59 Study 1: Survey for Students with Autism — — — — — were:Among thesuggestions ofthingstheuniversity coulddo. anumber Still othersindicated astohowbe achieved. thismight suggestions specific buthadno could helpthemtosocialise, thoughtthatthe college Others was exemplified by the following remark: Thisview tosocialise. the university already didenoughtohelpstudents thoughtthat withAutism, someparticipant ofstudents experience social toimprove whethertheUniversity coulddoanything When asked the Improving Social Experience: responsibility alone to look after themselves. after alonetolook responsibility Finally, attimes. unpleasant thatitwas their indicated onestudent venues are andarethat social high arousal perspective from asensory toeven there. stated be stressful Theotherstudent such thatitcanbe bright andnoisy too thatitisoften stating people, ofautistic needs tothesensory isnotsuited problematic. thatthelibrary Oneindicated oftheuniversity that wereTwo physical aspects identified students Results: Study 1 Results: — — — — — Try toorganise areas. more tocertain frequent buses tohelpstudents. totry andactivelyOffer appear more support tomakemore timeforsemester socialising. theworkloadorspread theworkload more evenlyLessen throughout the feeling isolated. To problems withsocial whoare reps class helpingpeople about educate students. tosocialise an opportunity To increase theamount of groupasthiswould provide work for students thanks to the amount of societies available”.thanks totheamount of societies throughout campus andwhoshare new similarinterests people andinteract thatarefind agroup tomeet people open with of anditisnothardthem. There for to anything isasociety almost topromote throughouttries theiractivities campus by funding “I thinktheuniversity and hasmore thanenoughclubsandsocities — — — — Others suggested: suggested: Others could helpthemsocialise. didnotthinkthattheStudent UnionortheClubsandSocieties students toimprove (Q38), atDCU could doanything experience thesocial some whethertheStudent’sWhen asked UnionortheClubsandSocieties — — — — more information on the DCU disability services. more services. informationdisability ontheDCU withAutism, and for asociety students Increasing awareness, possibly withAutism intotheClubsandSocieties. integrate people withAutism to for andgreater effort smallerevents people Hosting andwithinClubsSocieties. students Holding workshops regarding interaction withother andsocialising forDCU, thosewhodonotdrive especially awkward inthedayasitcanbe More earlier togetandfrom events

60 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 61 Study 1: Survey for Students with Autism negative). 1-10 (where positive and1isthemost 10isthemost (Q39) ofDCU their academicexperience onascaleof withAutismFigure rated how 3illustrates students Academic Experience of DCU Results: Study 1 Results: rating was negative. highly.rated theiracademicexperience However, for others,the inFigure seen students canbe of As 3,asignificantproportion

Number of Students Academic Experience at DCU (1 = most negative; 10 = most positive) negative; 10=most (1=most Academic Experience atDCU tasks they lack interest in. tasks theylackinterest motivating theirdifficulty themselvestocomplete mentioned a student andnotsubmittingtherequired work. overwhelmed Finally,becoming not knowing how orawrittenproject resulting towrite anassignment in by was theirlackofcoreAlso mentioned astudent academicskills:e.g. inagroup setting. work asseriouslyothers,whichcanhinderstudents totaketheiracademic donotseem thatsomeoftheirpeers mentioned environmentdraining duetothesensory around them.Another mentallyandphysically thattheyfindlectures mentioned One student quitedismissive. andcouldbe to theirstudents enoughtime orthattheydidnotallocate issues, mentalhealth students’ felt insensitive thattheirlecturers couldbe totheir ofstudents A number to dowork for”. toforgetlecturers seem thatwe have more thatwe thanonemodule have done” that“some andanotherindicated reading andgetting assignments athome stay atallandjust nottogolectures they considerit“better thatattimes suggested volume onestudent ofwork required. Indeed, work, orthe social/familial engagements, time duetotightdeadlines, (Q40), difficulttomanagetheir saidthattheyfindit very many students DCU academic difficultthingsabout work in themost about When asked quite dismissive andcould be time totheirstudents that they didnotallocate enough or issues, mental health students’ lecturers could insensitive be totheir felt thattheir of students A number

62 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 63 Study 1: Survey for Students with Autism — — — — — — — — — — — — — were: (Q41), Amongthese DCU witharange responed ofcomments. students academicwork thingsabout in oreasiest thebest about When asked apply. didnot thatthisissue as towhat the university coulddo, 2indicated whilst thattheywere indicated unsure than itisalready doing. Three students experience?”, felt one student thattheuniversity couldnotdomuchmore couldtheUniversity dotoimprove “What When asked your academic whenIwas pickingCAODCU courses.” prioritising your work over your life social whichiswhatattracted meto “There isageneral that, atmosphere commented One student of Results: Study 1 Results: — — — — — — — — — — — — — Working work alone/Independent Huge range of modules available to students. availableHuge range tostudents. ofmodules in complete tasksIaminterested Motovating myself to balance. test andanendofsemester test CA thathave agood Lectures stress. reduces markingscheme- Clear them. about some doubts guide you whenever you have and assignment particular how far alongare you ona tofindout try often teachers are and clear Assignments job. intheir whoare Lecturers, interested clearly Helpful andknowledgeable Talking coursework tolecturers about andotheracademicissues. anddepression anxiety problems by toaccommodate caused lecturers, whotry Understanding easier studying and offfriends-canmakedoingassignments ideas Being abletobounce tohelpwithstructure androutineEmails andLoop support Supervisory Being abletosubmitwork digitally/online picking CAO courses.” whenIwas attracted metoDCU your life social whichiswhat of prioritisingyour work over “Thereisageneral atmosphere — — — — — — — — — — — — — — — The remaining students offered a number of suggestions as follows: offered ofsuggestions anumber The remaining students Among the key suggestions for improvementAmong thekeysuggestions were: rude,intimidatingand/orlecturers couldbe dismissive. thatsome commented improvement 4students Incontrast, was needed. lecturers coulddotoimprove (n=4)orthatno theiracademicexperience thattheywere (n=6)indicated notsure what students nothing” Other thatlecturers are commented “doingstudent aswell astheycan -so your (Q43), academicexperience? were responses One mixed. student couldlecturers dotoimprove “What well. Whenasked very students Finally, thattheyfelt indicated lecturers didnottreat twostudents — — — — — — — — — — — — — — — Work with students that are having difficuties with assessments more Work thatare withassessments having difficuties withstudents more clearly Explain assignments Be more /makegreater proactive useofLoop Loop about points thatemphasistheimportant notes Lecture more onLoop. notes somecouldpost Maybe etc).repeated ofdifferent who people whocommute,people academiclevels, people (like of college experiences Offer far ofpeoples’ more variedaccounts Remove intensetimepressure inlaboratory. Fix overcrowded andnoisylectures/computer labs/science labs. upset andstress). –addinggreatly tolevels of test in-class for amissed a resit opportunity Be more flexible student indicatingthatthey were(with the notoffered anddrags themstress theirgrade causes down.consistently Drop group work (with indicatingthatgroup thestudent work Spread theworkload more evenly throughout thesemester. not suitallstudents). ofthemark student indicatingthatexams do (with the portion significant amore andmadetheCA components withCA ofmodules number Notably, thattheuniversity shouldincrease indicated anotherstudent well inexams). perform very but essays have writing difficulty (with indicatingthatthey onestudent Offer different ofassessment types withdisabilities. for people supports Provide greater range andacademic inlearning/teachingmethods withAutism. Provide for andguidelines students more support

64 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 65 Study 1: Survey for Students with Autism — — — — — — — — — — follows: arange as ofdifficulties reported was notapplicableintheircase.Others easy”. itas“unnervingl describing Two thatthisquestion othersindicated finding difficultabout work,withone think thatthereeven was anything thattheydidnot indicated internship orwork two students experience?, gettingajob/ are difficultthingsabout themost “What When asked Securing Job /Internship orW things about gettingajob / internshiporwork were:things about experience oreasiest thatthebest indicated In relation students totheprocess, reference andattributes. experiences topersonal by thequestion addressed Others withtheprocess. dealt some students providedthese, Of aresponse. internship orwork 17students experience, gettingajob/ thingsabout oreasiest In relation thebest toidentifying Results: Study 1 Results: — — — — — — — — — — “Placements are“Placements found for us”. “Applying for internships simple”. isvery application was process “The well beforehand”. explained “Getting interviews”. have”. Idon't abilities lot of necessarily social rely commenting,“They ona withthestudent Reliance abilities, onsocial of getting into anew way of life”. process starting commenting:“the withchange,thestudent Dealing hierarchy”. “Figuring outhow totalkdifferent ondifferent people levels in thejob's placement”. notknowingInterviews; ifyou whatwillhappen don't findanIntra new“Stress people/interviewer andcontacting of meeting people; anxietyof sendingCVs“The andCover letters”. student commenting: withthe impression, first Making agood based around impressions”. first based andinternships/getting impressions atfirst good ajobandwhat-notare ork Experience “I am not “I amnot — — — — — — — — — attributes and experiences, were: andexperiences, attributes providedpersonal by Among thecomments thosewhoidentified could improve their employment/internship orwork experience. were whoresponded unsure how about DCU students most interest, Of were: Amongthesuggestions provided ofsuggestions. responded anumber who the11students internship orwork whatare experience, they?” toimprove coulddoanything your “ifDCU employment/ When asked independence. thingwas havingmoneyfor thatthebest Another indicated — — — — — — — — — are probably busyenoughasitis”. they Not exactly wereDCU's fit. agood fault thoughastheintrapeople “….it was hard to tellwhatI'd jobs,letaloneif even doingatcertain be forsuited me”. withcreating aCVaswell “help ashelpwithfindingjobsthat be would andcompany culture. location, requirements, –more information streamlined mightbe onjob job descriptions more information thattheINTRA ingeneral andanothersuggesting Provide provision suggesting of more information, with1students “Meaningul employment”. andtidy”.neat atorganisational tasks,i.e., good “I amvery keeping anarea cleaning, actualwork”.“The “New skills”. great working inaschool”.“Its given achance”. quicklywhenIam soIcan person managetolearn “I amadedicated

66 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 67 Study 1: Survey for Students with Autism — — — — — — — — — — identified: responses student DCU. about More saidthattheydon’tstudent specifically, likeanything One there were, withsimilarinterests. itwaspeople andhow tofind easy friendly. how many thattheyliked clubsandsocieties mentioned Others staff were niceand office thatthedisability alsomentioned very students friendlyandaccepting. Acoupleof asawholewascommunity very oftheuniversity.they likethecampusandlocation Theysaidthatthe several whoanswered that thisquestion, mentioned the17students Of DCU. toindicatewhattheylikeabout students asked question A further Perceptions of DCU my skillsfaster.” outextra researchenjoy inmy carrying own timewhichhelpsmedevelop inmy course,Igenuinely Iamsointerested “Because indicated: students whichhelpinternmsofenjoying(science; languages, study). Oneofthese attention todetail). Two theirfascination cited withtheirsubject students focus, Exclusive focus/concentration highlydeveloped whenindicated, work abreak andhyper orlosingfocus, for Intellect hourswithoutneeding their attentiontodetail(citing thefollowing: Icancram or well, Canstudy to theirability attentionand focus identified advantages were, 5students withAutismtoexplainwhatthese student andwhenasked acollege being thatthere (41%)indicated wereSeven advantagesto ofthe17students withAutismAdvantages acollege student to being Results: Study 1 Results: — — — — — — — — — — “Campus Accomodation”. “Friendly disabilityoffice”. many clubsandsocieties”. friendly”, are very “People in DCU mostly friendlyatmosphere “the in commenting: other” “People talkingtoeach withstudents The people, andgetto knowwith new them”. people andplenty of optionstointeractthat hasadiverse of students number Fellow commenting withonestudent isauniversity Students, that“DCU Union”.“Students’ andlocation”. library “The “Very lecturers for part”. good themost withsimilarinterests”. people “Plenty of tomeet places “Small campus travel size; good links”. “Nice campus”. the best graduate can.” Ipossibly the best here. Ifeel like place Ican here become istheperfect right Ifeel accepted uptothepresident. students Everyone here issowelcoming andwarm, from the of hard work. theimportance that emphasises DCU. Rarely have Ifelt sorelaxed inanatmosphere “I could talkfor why ahundred years about Ilove asfollows:summarised was closetotheirhome,whichanotherstudent’s wasDCU experience was thefact most thatthethingtheyliked that indicated One student -AStudent withAustism atDCU, 2017

68 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 69 Study 1: Survey for Students with Autism — — — — — — — — — — — — — were: identified issues Amongthespecific issues. specific tovery ranged from Responses “Everything” who responded. Autism inDCU,were ofdifficulties students anumber identifiedbythe16 with faced asastudent challenges thegreatest toidentify When asked Challenges Greatest Results: Study 1 Results: — — — — — — — — — — — — — “The business of campus”. business “The practical less modules”.“The “Having tointeract asifIdidn't have withpeople Autism”. ignorant timewasters”.“Dismissive people; people, inthebuildingthanusual”.more people whenthere oranevent isanopen-day much:"…..especially too thathas were muchandanotherindicatingthat noiselevelsbe too cansometimes student indicatingthatcurrent –withone noiselevels difficulties Sensory as“constantlyidentified overwhelming”. whichastudent thatishappening, Staying incontrol ofeverything “a daunting experience”. as identified Finding for whichastudent labsorgroup apartner projects, outof theloop”.being togetknowstruggle people”. “Beingaloneand Anothercommented: you groups can see of friendsforming atevents allaround you whileyou hardtimes tomake you andattimes onsomeone meet animpression student commenting:“Itisat gettingtoknowDifficiulty others:withone alone oroverwhelmed”. out problems together." nottofeel “trying identified, Anotherstudent ifthey wereask theirfriendsfor lecture notes helpormissed outorfigure commenting:“People whoare can Social isolation,withastudent social thing." conversation getthefeeling thatI'm withafriend,Istill sayingthewrong another saying:“Socialising isreally difficult. Even ifI'm havinga regular my ingroups of course being and because withthemfor assignments” indicatingthatthey “onlySocialising, withonestudent in talktopeople “Difficulty sleeping”. “Difficultystudy etc”. withorganisation - of schedule, 3-hourbreaks inmy“The schedule”. personal strengths identified strengthswere: identified personal were strength. Amongthe theirgreatest intheirsubjects interest also and felt thattheirdedication them. students Some benefitted which was thanotherstudents, pattern better said thattheirsleeping strength was thattheyweren’tstudent fittingin.Another about worried toconcentrateeasy andwork felt well. Onestudent thattheirgreatest from saidthattheyfound thework. talkingtothemabout Others it in academia,astheirwork was received well, and theirfriendsbenefited felt thattheirstrengths lay ,somestudents withAutismstudent inDCU?” are strengths you your have “What greatest asacollege When asked Personal Strengths — — — — — — — — — — — — — — — — — — — — — — “Dedication”. science”. “My fascination inscience andmy extensive knowledge inmany fields of in alogical way thatthey understand”. andidotendtoexplain it friendsdon't lecture notes understand “When routine“I dislike students”. soIhave sleep thanmost abetter goingout, “Most lecturers like my assignments”. “Zoning othersoutwhenIhave toconcentrate”. detachment andsingle-mindedness”.“Intellect, “Ability tofocus for of time”. longperiods “I'm fittingin”. notworried about “Resilliance”. “I'm interested”.

70 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 71 Study 2: Survey for General Student Body Student Body Survey of General Study 2 Results: still significant numbers of students who indicated that whoindicated students of significantnumbers still 53.51%; #5:69.61;#8: 78.85%. There were, however, [#2:78.41%;#3:73.57%;#4: Strongly Agree categories intheAgree and by asdemonstrated responses beliefs, positive expressed ofstudents themajority a person, and#8:Overall,person, Ithinkwould likeJamie as free time,#5:Iwould around feel comfortable this building, #4:Iwould inmy hangoutwiththisperson #3: Iwould livinginmy notmindthisperson apartment asIam, isprobablyOn Item#2:Thisperson assmart Strongly Agree (n=4). indicatingthatthey Agree(n=1) or 5/227 students (58.59%and33.48%respectively),categories withjust fellresponses intotheStrongly Disagree andDisagree mefeel afraid makes ofstudent person -themajority OnItem#1:This andbeliefs. negative attitudes generallypositive reflect Responses rather than sample. inthisstudent beliefs awide reflecting and range ofattitudes statements, Strongly Disagree toStrongly Agree for ofthe8 each ranged from from data,responses seen these can be are inTable Data alsosummarised students. 7.As datafor 227 Figure these summary 4presents study, atotalof227valid leaving responses. study. However, 78didnotthencompletethevignette inthe totakepart 4 ) andconsented Appendix (see Statement PlainLanguage thestudy and understood thattheyhadread indicated A totalof305students Figure 4 [Agree: 36.12%;Strongly Agree: 24.23%]. that theydid notknow, 129(60.35%)agreed whilst 4.41%; Disagree: 14.54%],47/227(20.70%) indicated [Strongly disagreed Disagree: (18.94%) students to applyfor thesamejobsasme,atotalof 43/227 would able toItem#7:Ithinkthisperson be In response 7.93%]. [Agree: 45.37%,Strongly121 (53.3%)agreed Agree: thattheydidnotknow,(12.33%) indicated whilst [Strongly Disagree: 8.81%;Disagree: 25.55%],28/227 disagreed me, atotalof78/227(34.36%)students isdifferent toItem#6:Thisperson In response from in termsofthestatement. toItems6and7were *Responses more someambiguity likelyreflecting nuanced, Figure (n=227). tovignette-general survey student 4:Responses

72 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 73 Study 2: Survey for General Student Body Agree: 24.23%]. they didnotknow, [Agree: 36.12%;Strongly 129(60.35%)agreed whilst that Disagree: 4.41%;Disagree: 14.54%],47/227(20.70%)indicated [Strongly disagreed same jobsasme,atotalof43/227(18.94%) students would abletoapplyfor toItem#7:Ithinkthisperson be In response the [Agree: 45.37%,Strongly(53.3%) agreed Agree: 7.93%]. thattheydidnotknow,25.55%], 28/227(12.33%)indicated 121 whilst [Strongly disagreed Disagree: 8.81%;Disagree: (34.36%) students isdifferent toItem#6:Thisperson In response from me,atotalof78/227 Results: Study 2 Results: 2 1 #Q 3 4 5 7 6 8 T able 7:V This person is probably as smart asIam. isprobably assmart This person makesThis person mefeel afraid. apartment building. apartment I would livinginmy notmindthisperson I would inmy hangoutwiththisperson free time. I would feel comfortable around thisperson. same jobsasme. would abletoapplyforI thinkthisperson be the isdifferentThis person from me. Overall, Ithinkwould like Jamie asaperson. uestion ignette study responses ignette study S disagree trongly 58.59 3.08 3.08 3.96 4.41 8.81 2.20 2.64 133 10 20 N 7 7 9 5 6 Disagree 33.48 14.54 25.55 2.20 9.25 7.05 4.85 1.76 76 21 16 33 58 11 N 5 4 kno ' don 16.30 14.10 33.48 20.70 12.33 23.35 16.74 5.73 w t 13 37 32 76 47 28 53 38 N agree 35.68 43.17 42.29 36.12 45.37 48.46 45.81 0.44 103 110 104 81 98 96 82 N 1 strongly agree 42.73 30.40 13.22 21.15 24.23 33.04 1.76 7.93 97 69 30 48 18 55 75 N 4

74 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 75 Study 3: Focus Groups and Interviews Interviews Focus Groups and Study 3 Results: — — — consultations were toexplore: The aimsofthefocus group andone-to-oneinterview experience of students with ASD. of students experience related ofAutism toknowledge the disussions and attention todetail). in Thisdiversity was reflected senseofhumour, good people, interesting bright, othersrepresentwhilst positive features (curious, withover-stimulationuncomfortable ofthesenses) introverted, cues, social communications, missing considered coremight be problems (challenges with identified featuresrepresent what andattributes note,several gaps.Of knowledge might constitute what ofAutism. identified understanding Others offocus groupa proportion hadagood members severalidentified thatatleast thatsuggest features inFigure seen canbe As and5b,participants 5a withAutism. with people levels ofandinteraction ofknowledge of theirvarying adiscussion thisexerciseand thenused tokickstart Figure below –see (summarised these 5)tothegroup read Participants a range was obtained. ofresponses thewordhear Autism. tothisinitial exercise, Inresponse on andwritingdown whenthey whattheythinkabout were alittletimereflecting tospend asked participants Focus Groups: To facilitate thefocus group discussions, — — — place for students withAutism. place for students amore inclusive couldbecome onhow DCU Ideas withAutism. withstudents dealings like toreceive, from theUniversity tohelpintheir have received, orwould participants What support withAutism. with students ofdealing andexperiences knowledge Participants’ Figure Staff Focus 5b:Support to: Group Responses Figure Staff 5a:Academic Focus to: Group Responses What do you think about when you hear the word Autism? Autism? word the hear you when about think you do What What do you think about when you hear the word Autism? Autism? word the hear you when about think you do What

76 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 77 Study 3: Focus Groups and Interviews student. Among the points madewas thefact that: Amongthepoints student. oftheindividual andtalents togetknow theabilities it isnecessary withAutism student isunique,andthat thatevery agreed Participants were thattheacademics it was clear aware ofthediversity ofAutism. withAutism, withstudents ofdealing theirexperiences When discussing theywould require below). todothis(see as towhatsupport andmadesuggestions students were tosupport keen clearly Participants withsomesituationstheyfound todeal themselvesin. felt ill-equipped withASD, but hadcontactwithstudents thetopic.Others a lotabout and/or withAutismexpertise andknew ofpeople experience personal focusSome group oftheacademicstaff members hadprofessional Knowledge of withAutism andExperience withStudents Results: Study 3 Results: do this they would requiresupport to astowhat made suggestions and students keen tosupport were clearly Participants Students withASDpresentStudents inadiverse range of ways — — — — — — — — Structure andclarityishelpful with ASD,students theemployers andtheIntra Office. Teaching for practice could challenges placements pose orINTRA Group orcollaborative can difficult be learning person withASD for a with ASD. There can amore for be diverse withlearning people setof challenges — — — — — — — — Students may have sensory difficulties mayhave sensory Students practice teaching thecontext andworkspoint isgood of it/ well” can whatthestudent of amodule expect/the “Setting outatthestart related totheworkplace wasissues mentioned. andemployers workOffice withtheINTRA onaddressing Specialisterne ASD. who are atpresenting themselveswell and isunfair good tothosewith favours process people interview thattheINTRA commented spectrum was onthe whotheysuspected how astudent described A participant they are workingwith ASDandthestudents with”. huge challenge…..This can negatively onthestudent potentially impact others inthegroup…..when given anassignment withothers…itcan a be accelerate“They impatient with theirown andmaybecome learning really challenging. They may, for example,excellent be atsomethingsbutfindother individuals. There are differenceswithASD, withpeople asagroup, both andas withothersdifficult. class a theyfindsittingin attending few butsubmittingwork lectures because tohavinglittleinteraction, e.g. from demandingoftimeandsupport,

78 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 79 Study 3: Focus Groups and Interviews they dodisclose. when from canbenefit a range ofsupports right nottodisclose,students the focus group itisastudent’s Theconsensuswas discussions. thatwhilst ofdisclosure returned totheissue throughout andparticipants discussed withAutism, relating arange todisclosure ofissues students was know about related towhatparticipants ofthediscussion part As with Autism, how themandhow theymightrecognise theycouldhelp. inhow there aninterest manyAutism are people andexpressed inDCU asfar astheywere aware,participant, hasneverwith metastudent the DLSS, attentionrequired. Another themedical andgettheperson of withthesupport torespond, staff of extreme andenabled anxiety withAutisma person whowas atriskfrom consequences thepossible themtoidentify inthearea ofAutism. Thishelped friend whoisexpert from gaininginsightandunderstanding a described One participant andothercontexts. inDCU andbroad both experience expertise withAutismstudent and wanting toknow more, tohavingprofessional rangedknowledge from aware notbeing directly witha ofhavingdealt group. and withAutism Experience varied inthesupport-staff people focus group, withtheacademicstaff As of andexperience knowledge Results: Study 3 Results: expertise and broad experience andbroad experience expertise Autism, to havingprofessional with directly withastudent dealt from aware notbeing of having Experience andknowledge ranged student”. “It isastudent’s right nottodisclose,even for ifithasconsequences the are aware of”. “Statistically, thanthey withASDinDCU there more hadtobe students the fact that: madeby inrelation theacademics todisclosure wereAmong thepoints — — — — — — — — — — Failure todiscloseoccurs for many reasons: diagnosed. are notdisclosingatall,ormay,Some students nothave infact, been stage. atanearly Early students disclosure allows toreact andsupport staff student whodiscloses. tothe There are benefits — — — — — — — — — — being seen ashavingamental handicap”. seen being e.g. ‘speaking slowly tome’. Beingperceived asa‘weirdo’ ispreferable to “A withASDmight person never of people’s disclosebecause reaction few intoterm. weeks a have until anissue Atstudents theDLSS times, willnotknowyear iffirst struggling. mayhaveand thestudent been At are staff onlyaware times, intoterm ofdiagnosisacoupleweeks draws onourtime…..” doremind… soplease us.’…… it’s we just have and thatmany students where we are coming from….. ifwe don’t……it’s notoutof any badness that’s of that….. “Our remind default students iswe want tosupport….. whoare - struggling and are abletohelpstudents areIf academics aware, asappropriate theycanmade accommodations inplace. areIf staff aware, theycanputsupports students. Staff are tosupport keen source ofstress. Here, a canbe there interaction thatsocial was initself anunderstanding them”. withASDwillnotwant“Some toengageandwe students can’t force by thegroup. andunderstood accepted tobe This appeared

80 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 81 Study 3: Focus Groups and Interviews — — — — — Awareness raising ishugelyimportant help a student is difficult. isdifficult. help astudent confidentiality/need-to-knowThe balance between to basis andtrying Units, it has been very helpful in terms of helping to meet students’ needs. needs. students’ helpfulintermsofhelping tomeet very ithasbeen Units, with theDLSS registered isshared withother information onstudents rarely todisclose directly, appear students other thantotheDLSS. Where that noted donotdisclose. Participants thatmany students recognised was raised andthisgroup also andsupports services of accessing ofdisclosure interms group, withthefirst focus As benefits of theissue onthespectrum]. ofbeing [but were suspected whodidnothave adiagnosisofAutism withpeople ofdealing experience alsohad with theDLSS, nottodisclose. Participants ortheymaydecide group, inthefirst focus noted person with be a Autism may registered focus group, staff withtheirrolesupport aninfluencing being factor.As inthe In relation variedfor todisclosure, participants experiences Concept of inclusionisnotworking exists still properly –labelling support disclose andtoseek An Autism Awareness to shouldencourage Campaign students with ASD students have donotdisclose,staff difficultyWhere students recognising Results: Study 3 Results: — — — — — has a stigma attached”.has astigma dyslexia oraphysical about can open be “people handicap butASDstill issue. but the whole issue of labelling still exists”. still of butthewholeissue labelling issue. “if inclusionwas working properly level, atsecond thiswouldn’t an be “e.g. ifwritinganessay, remind issue”. thelecturer ifyou have aparticular are todo? We we supposed “What are notclinicians” thisinformationto whatextent shared. mightbe also,having ASD,whetherand butitisnotclear otherissues andpossibly withtheDLSSA Programmeregistered as Chairmayknow ofstudents placement they getorthatthey against. would discriminated be thatifthey of worry discloseitmight workStudents affect thesort could ifthey knew. Non- orlate-disclosure cannot thatstaff can helpasmuchthey mean making allowances accordingly. they were and onbehaviour relying based onmakingassumptions situationswhere, intheabsence of disclosure, described Participants factor aninfluencing being group, withtheirrole focus staff support inthe for participants varied experiences In relation todisclosure, — — — sought by after employers althoughthey may notrealise this. withAutism wellStudents dovery often onwork andare placements who didnotdisclose,butwere havingdifficulties. tohelpindividualstudents developing strategies described Participants can helpwiththis. services some maynotwant -theplacement todiscloseinaCVoratinterview of disclosureThe degree iscomfortable withmayvary. aperson — — — placements, company ethos and nuance etc. company ethosand nuanceetc. placements, ofmoving for withthestress todeal ajob,toandfrom transport students supporting witheye contact, issues toaddress e.g. interviews mock encouraged, butitistheindividual’s choice. realise thatdisclosure choice-disclosure isapersonal is Participants notinfluenceplacements were thatitdoes clear Participants

82 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 83 Study 3: Focus Groups and Interviews such situations. with onhow todeal how there andidentified for support isneed escalated withit”. abletodeal to be adifficultscenariothat Anotherdescribed sometools “Ineed whattodo. havinghadnoidea Theystated: described unfolding and inclass infront hadanoutburst ofthem,whenastudent withasituation todeal feeling “horrendously ill-equipped” described andaparticipant aschallengingbehaviour canmanifest or otherissues how,Another identified communicationdifficulties intheirexperience, all round. example).good disclosure experience anegative Withoutthese, could be for guidelines grading (thedyslexia guidelines were asa need mentioned how they withthatdisclosure.guidance onhow todeal They described disclose,theyneed does thatoncesomeone madethepoint A participant are andthingsdon’t“people stretched alwayswork perfectly”. – runssmoothly resource anditisdifficulttoensure issue that everything thatthere recognised isa focus outthatithastobe groupstaff pointed oftheacademic amember ofthediscussion, thisaspect In opening with ASD thatAriseinEngagingwithStudents Issues Results: Study 3 Results: perfectly” things don’t always work “People are and stretched Lack of orintermittentLack engagement by withtheDLSS student Being unaware of thestudent’s condition, andunableabletorecognise it. asproblematic identified groupwere: Amongtheissues members. provisionGroup, ofservice thedirect likelyreflecting experience by some Several wereStaff ofthe keyissues identified by member Support Focus — — — — — — — can be stigmatising for stigmatising some. can be facing. maybe Even people can’t supports social alloftheissues address andsotheCollege oftheCollege withAutism for outside adults supports thatthereIt was noted isawiderproblem inthatthere no are virtually withAutism. forscreening procedures, thatactasabarrier people forRigid application processes employment, oreven aninternship Work Placement Recruitment Processes needs special Rigidity of Exams with System -thatpresent students difficulties for interaction.Difficulty withsocial People can have more thanone condition, ormore complex needs. notknownStudents totheDLSS — — — — — — — Specialisterne is supporting students in navigating these processes. innavigating these students issupporting Specialisterne this withemployers. toaddress Staff are trying overwhelming. It canbe ‘cookie graduate, for cutter’ looking butthecompany canbe diversity”. “can oldfashioned andHRpeople for isstill looking be the companies still insome notingthattherecruitment process with theparticipant ofthepracticalknowledge requirements. thismightchangeifthere notingthatperhaps isa with theparticipant notingthatawareness raising couldhelphere. with theparticipant well. them very engage,DLSS cansupport notingthatwhenstudents with theparticipant

84 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 85 Study 3: Focus Groups and Interviews — — — — — — — — — Autism Awareness Training for Academic Staff were: needs ASD. support Amongtheidentified with people guidance, information tosupport andtraining onhow best There need was thatstaff abroad consensusamongtheacademicstaff by Staff Students Needed -to Support Supports Autism Awareness Training Staff for Laboratory Results: Study 3 Results: — — — — — — — — — this did happen oncebefore;this didhappen DLSS provided aspeaker. intheirinitialorientation embedded possibly from inlabswouldDemonstrators alsobenefit training andsupport, important. whichisvery message, willreceive aconsistent information andstudents andguidelines, would thateveryone This would have alsomean thesameexposure, are sobusy.people It was felt thatthiswouldpreferable be attendancebecause tovoluntary this would ensure engagement. already gathering(e.g. ataSchoolas Staff point Meeting) asanAgenda thattraining ataforum couldhappen whereIt was were suggested staff perceive thingswas shown. ofhowwithASDwould aperson helpful.Avideo on ASDthatwas very aworkshopplacefew thattook mentioned yearsago A participant share. with ASDandhaspractical adviceto withstudents a lotofexperience has thatCTYI mentioned ofthings.Participants training oflots inrespect and policies processes, have good thatDCU acknowledged Participants react orrespond. ofASDandwhattodo, andunderstanding how knowledge to Staff need them. andhow tosupport in education with Autism ofhow present abroad people understanding need Lecturers who tocontact for advice can ortowhom astudent referred. be a notice for board staff/given toevery lecturer annually) withdetailsof anddisplayed on oraninformation (laminated Broad guidelines sheet withASD people tosupport how best guidance, information andtraining on the academicneed thatstaff staff There was abroad consensus among — — — — — — — — — — Help withAllocating Accommodation staff identified by were: needs Additional support Increase knowledge of available resources point of referralA clear — — — — — — — — — — direction could be provideddirection couldbe withAutism? inrelation topeople conditionsPerhaps medical similar needs/ withotherspecial for people DLSS provide direction onwhere andhow accommodation toallocate isupset. help ifsomeone ishavingaproblem, how thatsomeone torecognise how to to expect, ofbehaviour Whattype theirneeds? meet them?How canIbest support are: addressed how thatshouldbe canIhelpor andissues Key questions withAutism. with aperson anddeal recognise Provide briefing/workshop/video/discussion aleaflet/ to group on how withASD. withstudents them indealing The DLSS know whatresources couldletstaff are available tosupport hereIt was mentioned thattheDLSShelpful. isalwaysvery calibrate’. to grading/assessment. tohaverefer It’s someone to‘to important office intheUniversity whocanmakeacallorjudgemente.g. in relation don’tIf staff know isthere how toreact, arole forelse?Another somebody thatthiswouldpositivewas for be noted allstudents). ontheboardrather thanonlymentioning itverbally (and or deadlines it toschedules tipslikewritingchanges useful mentioned Some participants couldmakeabigdifference.everyone, ongeneral practice good thatwould improve ofkeypoints A list thingsfor was general agreement thatitwoulduseful. be there issue, every thatthiswillnotaddress While itwas acknowledged givenSchool, whocouldbe amore handbook. detailed through theTeaching disseminated This couldbe Conveners ineach

86 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 87 Study 3: Focus Groups and Interviews Results: Study 3 Results: — — — — — — — — — — — — arisingfromSuggestions theFocus Groups for withAutism Students aMoreMaking DCU Inclusive Place — — — — — — — — — — — — to support students on placement and their onplacementandtheir students to support /PolicyDevelop aPolicy Framework Document Autism. ofthosewith oftheneeds accommodation Raise awareness amongotherssharing experiences expert from tolearn Engage moretheir withCTYI interactionsocial Help improve communictionskillsandincrease more formal systems support Make student withASD. of students intermsofenhancingtheexperiences Societies role thepotential Recognise ofClubsand amentor/buddy Establish system ofcollege aspects inthesocial students Support withAutism tostudents Increase supports available services support of specific withAutism Raise students awareness amongst Raise Awareness Autism about among students Raise Awareness Autism about among staff [Insert link toPDFhere] [Insert Departments/Schools. in otherparticipant’s andisworkingtogether well”. isnot inplace ofmodel At thissort present, intheworkplace is“getting -thismodel changing attitudes everybody andtheinitiative positively and isimpacting built withthestudents shared withothers.Trustconsent forms canbe andthisbooklet isbeing withdisclosure model, prepared onthisservice hasbeen A booklet great students. work withthese are from Service doing theDisability Therapists Occupational placement. for their theyneed to makesure hastheaccommodations thestudent to disclosethepractice co-ordinator inthehospitalsotheycanlink andfor member them todiscloseanacademicstaff Service Disability for whereaccommodations the appropriate. consents Thestudent are for havingandlooks waystomakereasonable students issues b-monthlyandexamines Thegroup meets students. ways ofsupporting practice staff, andDLSS was at academicstaff setuptolook staff onclinicalpractice,that impact soagroup, ofclinical- consisting problems were orhearing suchasdyslexia Students presenting withissues themintheirclinicalpractice. tosupport withdisabilities for students The School ofNursingandHumanSciences hasagroup established group participant by afocusThe School of NursingandHumanSciences -described Example working tobe of well agood-practice thatseems model – students. all to benefit inclusivebeing are likely made inthecontext of Key Point: Improvements

88 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 89 Study 3: Focus Groups and Interviews inclusive place for students withAutism.inclusive placefor students amore couldbecome to increasing how DCU inrelation ofsuggestions isasummary in italics) withASD.for Presented below(quotes students provision engagementandservice of knowledge, apparent was ashared desire toincrease levels onrole. depending Whatwassubstantially differed experiences expected, mightbe As withAutism. withstudents ofdealing experiences their detailed Each oftheinterviewees Interviews Results: Results: Study 3 Results: — — — — /provide accordingly:Identify quietspace andadvisestudents — — Consider timingof information provision: — Engage withStudent Ambassadors — — — — Consider appropriate of of dissemination information methods ASD about — Avoid issue: ASDasamental-health seeing — — — Increase Autism awareness: UnionInterviewee 1. Students’ — — — — — — — — — — — — — — — idea. idea. andthatan App[tohelpwithdirections] wouldagood be forissue students Interviewee’s isnotamajor onmultiplecampuses viewwas thathavingclasses made by other. withASDmighthavefor andasked inputinrelationpeople tosuggestions In relation that tothecampus,facilitator someofthedifficulties explained byThere whichismainlyused international students. space, isanInterfaith The ‘Mezz’ asit’s intheSUisaquietspace, underused. programme anditworks well. theBES called buildingsession atwo-day team School does The Business ofSecurity.the PresidentandHead ofthe College own life/getting Schools, atalkonstudent involved andatalkintheHelixfrom receive courses a talkfrom their Perhaps - All students/ useOrientationweek Autism Awareness idea. seriously-engagingthemwouldagood be very andwouldofraising taketheissue arecommitted Student Ambassadors very through possible theMarketingandCommunicationsrole.dissemination, tohelpingwith Unionwouldopen be thattheStudents’ Note: itwas indicated ignored ifit’s“It willbe fromtheydon’t abody recognise”. groups information body. todisseminate tothe student recommends working withstudent work wellOnline videos andinterviewee don’tFliers donotwork, they are read common,andpeople them. too health. onmental itcouldimpact asaseparatealthoughclearly issue, ASD isseen that Itisimportant ofplanningtheASDcampaign. considered inthecontext aloneshouldbe issue ASDasamentalhealth thing. Theimplicationsofseeing Clearly, of concernandawareness isagood isahugeissue mentalhealth way ofraisinganother possible awareness/offering training/briefing. representativeClass training, provided by theSUover would twodays, be oftheirtraining. provided aspart be Awareness andcould for andSUOfficers ClubsandSocieties isneeded training influentialintermsofanawareness campaign. andcouldbe areDevelopmentpotential sources Officer ofneutral guidance,adviceand and Democracy and andDevelopment Officer The roles ofStudent Support

90 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 91 Study 3: Focus Groups and Interviews Results: Study 3 Results: — — — of the year start atthe meeting atateam withabriefing Reach allstaff — — — — Raise Awareness inrelation toAutism andinrelation DLSS toDCU 2. DLSS Interviewee which of their students have withDLSS. registered which of their students around have andresolve members whichstaff aright issues Clarify toknow briefing/training Part-time/ancillary anddemonstrators from would staff alsobenefit — canLecturers refer ifthere toStudent astudent isanissue Learning — — — — — — — — “…..by and large DCU is great but staff usually only contact the Disability Disability the contact only usually staff but great is DCU large and “…..by them”. for At engagementwithDLSS staff isreactive. present, real it you makes if talk “A teaching for apply can you ‘yes, – conversations up opening is be to “DARE likely is there so ASD, of with people Institute to the with appealing work be to can to seeking what “Teaching know proactively and is School Service a with Disability closely “The work Service Disability the “When This is how to get the Disability Service involved.This ishowService to gettheDisability Service when they need them (i.e. when there is an issue)”. issue)”. an is there when (i.e. them need they when Service practice”. teaching a is there As as Asperger’s’. have Service Disability DCU the with registering there”. numbers studying the in teachers increase an pre-service requirements”. supporting on support Education student anticipate can they expect, there are over 4000 students on the St Patrick’s Campus, which joined DCU DCU joined which Campus, Patrick’s St the on students 4000 over are there relatively recently”. recently”. relatively Asperger's'" apply for if you teaching have conversations you –‘yes, can “DARE up isopening — Improve campus physical environment — — Raise Awareness inrelation toAutism among students. — — Models atStudentLook Support overaddress compensation andinappropriate support. withASD, are withpeople If guidelines provided ondealing itshould tostaff — — — — — More awareness of the particular needs of some students would be good. wouldgood. be ofsomestudents needs More awareness oftheparticular after’. to‘there’s soasnottochangethedynamics this isstructured Ilook thestudent mindfulofhow tobe there isaneed If consideringabuddyormentorsystem, well. atorientationworks very speaker Service A Disability requirements. from onwards,Component first year thiswillhave implications for support is working well andishugely helpful. focus group) intheacademicstaff by aparticipant (described with disabilities students ofsupporting The School ofNursingandHumanSciencesmodel

92 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 93 Study 3: Focus Groups and Interviews Results: Study 3 Results: — — — — support: Increase availability of andpeer staff — — withASD Increase provision for students of initialsupport — — — withASD for students Increase supports Increase availability of quietspace oncampus — issues/difficulties:Recognise sensory this. might workA buddysystem atthird level, could where signuptodo people Interviewee 3. CTYI — — — — — — — — — — If people knewhow tohelp,If people theywould. soit’sbetter working. are show that theirresults –studies ofsupport model attheAccess Look abuddyfor withAutism.be someone couldsignupto students support, Staff adesignated couldsignuptobeing enough, -it’s notalwaysobvious. butthisisnotpromoted People needs, are willingtohelpthosewithspecial structure. support the designated sotheyknow students) (as presently donewithAccess before otherstudents covered. withASDmightattendfor Perhapsanorientationinaweek students generically tobe atthis,butwithlarge itneeds isgood numbers, DCU services inhow touse thelibrary Increase support might encourage otherstodisclose. byit theCollege, Ifthosewhodiscloseare well stigmatised. supported being People People diagnosed. donotwant maynotdiscloseorbe torisk inplace. tobe needs asAutism ispromotingfriendly,structure If DCU itself support adesignated for whoisblindorhasanotherdisability.” astudent as itdoes for withASDinthesameway astudent sensetohave“It makes more supports works well. have times, theirown queueandprepay meal sothis manage andschedule urgently addressed –CTYI tobe andnoisyneeds The restaurant ishectic — — Autism Service Consider designated — Ensure diversity staff — Facilitate theinvolvement withASD of students parents — Increase levels withASD of engagement withstudents Increase visibilityof therole of theDLSS — — — — — parents would there’sparents see structure” support adedicated staff.having adedicated Thiscould withASD……… attract more students intake withASD, toacertain committed of“If DCU students itwould justify have anAutism Service inaUniversity. theyto somaybe can first be atit….. Access andare pioneered good “DCU they are alsorepresented amongstaff.” withASD, you people have thatincludes thenit’s apopulation “When good withASD”. could putinplace be fortargeted mechanism of students parents “….. A involved tobe need toensure parents isgettingsupport. thestudent theyneed out thesupport withASDmaynotseek for engagement–asstudents Increase opportunities

94 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 95 Study 3: Focus Groups and Interviews Results: Study 3 Results: Support withprocrastination needed mayalsobe Support — withASDwouldA Society great for be students — — — — — — offQuite spaces themainbusyareas would useful very be — Increase Autism Awareness 4. CateringStaff Interviewee — Education: Staff4. Library Interviewee — — — — — — — — — dietitian could talk to them about food groups,dietitian couldtalktothemabout sugarreduction etc.” thattheycouldprep coulddodemoson6mainmeals themselves,ora chef “...then intotalkthem-for example, speakers the theycouldhave guest “Pre-orientation tourwould great too” be alone would beneficial” very be before members andsomestaff they thechef have themmeet “Let todoit “Showing where themthelayout, andhow would toqueue,pay topay help” them transition abletogoalone”. tobeing tohelp totherestaurantfew tosomestudents, would useful very be visits by“Being accompanied of from staff amember Student for Services thefirst Introduce Buddy System “Agreement of thelevel of (decibels) musicwould helpful across be alloutlets” the menuandadvisingthemonwhat’s available …..” theirchoicefrom givingthemtimetoselect answeringlike patience, questions, -somethings needed andstrategies outliningthemainissues 5-minute videos effective …..orshort very withindividualsASDcouldbe engage better informingstaff how to catering flyerspamphlets “Some or simpleshort available aswell”. nowadays toallstudents withtheinternet -butthisapplies that are notrelevant -there totheirarea of study isso muchinformation from would infilteringoutmaterials instruction benefit “Perhaps students might be”. whatever that reach theirpotential sure allstudents We are here tomake no restrictions. with society reflect a University should “Diversity –

96 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 97 Study 4: Sensory Audit Sensory AuditSensory Study 4 Results: a student withAutisma student offeature campus by oraspect   campus site. of summary, are examples provided by buildingand a photographic record ofsomeexemplars. For ease with together oftheaudit, are somenotableaspects environments werebelow alsoflagged. Summarised ofpositive examples features oftheDCU of theaudit, part As onaday-to-daybasis. that arisefor students but was, rather, ofissues thetypes toidentify intended anexhaustive auditofDCU tobe was notintended withAutism membrs, (n=4)andtwo staff students by of conducted asmallnumber audit, The sensory denotes anegative commentdenotes denotes apositive commentdenotes a madeabout Glasnevin Campus - Other AreasGlasnevin Campus-Other School of Nursingand HumanSciences Building Glasnevin Campus -Restaurant School of NursingandHumanSciences Building              Noise levels inHG18are high The disabled toilet door is not automatic. isnotautomatic. toilet door The disabled bright red, whichistoo Room andthere HG09ispainted isalotof excess furniture.        exampleRoom HG20isagood of aroom. The menusare displayed. notclearly It isnotobvious where you have toqueue for where thefood orclear togetknivesandforks. Signage isnotclear ifthere couldIt would useful gotoeat. was be asmallquieterspace thatstudents awareness tobe of noiselevelsThere needs intherestaurant space. Noise levels are high. move falls onto chairsanditisloudwhencutlery thefloor. In termsof floring,there andlino, isamixtureto of tiles whichmakes itdifficult students for like without looking canStudents sitandeat they are ontheirown. from bench alongthe thesingle The restaurantwall. benefited The door closes too quicklyfor access. too wheelchair closes The door You noisefrom can hear thechairsinaroom onthelevel above. You thetraffic can hear from outside. There arefrom highpitchnoises theelectrics. There isalotof noisecoming from thecanteen. There isminimalnoisecoming from thecorridor. signs,andthecolours onthewallsThere are are muted. nounnecessary

98 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 99 Study 4: Sensory Audit Glasnevin Campus Study Audit 4-Sensory Results: the wall coverage ismuted. Audit:Sensory Glasnevin Campus difficulties. sensory size lecture hall Medium Audit:Sensory Glasnevin Campus difficulties. cluttered for withsensory very astudent    Audit:Sensory Glasnevin Campus The room withlow isspacious, lighteningand with Red walls difficult students canbe for smallclassroom, whichcanbe Over furnished the chairsare moved. confusing andvisuallydistracting. Main Restaurant Audit:Sensory Glasnevin Campus     Main Restaurant Audit:Sensory Glasnevin Campus Main Restaurant (at 1.15pm) Audit:Sensory Glasnevin Campus Sensory Audit:Sensory Glasnevin Campus ground toabin. next restaurant building,notablyonthe main DCU  No soft ends on the legs toreduce noise when endson thelegs No soft Very on chairs-nopadding hard surfaces Very crowded andnoisy. noisy, isvery Rotating tray-clearing system High degree of cigarette waste outside the ofcigaretteHigh degree outside waste

100 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 101 Study 4: Sensory Audit The following were observations made: whilethereStudent isbuildingwork Unionbuildingistemporary takingplace. auditwere aware conductingthesensory thatthe Note: Thestudents Glasnevin Campus -Temporary Student Union(SU)building Glasnevin Campus Study Audit 4-Sensory Results:  Audit:Sensory Glasnevin Union Campus-Students’           There is no signage in the lift at the SU offices to state what is on each floor.Therestate whatison attheSUoffices to isnosignageinthelift tootherrooms andalift. also leads theSUoffices, thereIn thecorridor beside isasign for themen’s However, toilet. thedoor andatahigh levelThe signtoleave theSUoffices isunclear onthedoor. Poor qualitysignage. furniture intheroom. room is;There isalotof unnecessary The room intheSUwithsofas nothave any andprojectors does signagetosaywhatthe level noiseisneeded. the theSUofficesbeside Radio is Station, where beside low tables The room withpool The hallway signage. uptotheSUoffices dark,withunclear is very — — The Student andwritingonthewalls. distracting withmultiplecoloured Barisvery lights There are onthewall; them. alotof itishard between posters todistinguish The hallway entrance into dark,withalotof theSUbuildingisvery colours onthe wall. Room inStudent Unionbuilding withalotoffurniture init. — — The signage is unclear onthewallsThe signageisunclear for thefood anddrink. The room feelsclaustrophobic, withthedifferent very of food anddrink. types   SU Building Audit:Sensory Glasnevin Campus SU Building Audit:Sensory Glasnevin Campus SU Building Audit:Sensory Glasnevin Campus  Door intoSUroom, with nosignage. Door withalotofvisualstimuli. The bar Unclear sign when leaving theSUoffices signwhenleaving Unclear

102 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 103 Study 4: Sensory Audit Glasnevin Campus Study Audit 4-Sensory Results: small toread. Henry Grattan building. Henry Grattan Building Henry Audit:Sensory Glasnevin Campus cannot see. anxioustogointoaroom they could makestudents difficulties. sensory with distracting forcolours thatcouldbe students Grattan Building Henry Audit:Sensory Glasnevin Campus building. Larkin Signage onthefront intheTerrence ofadoor the mainlecture room.   Terrence Building Larkin Audit:Sensory Glasnevin Campus       The signage on the doors is inconsistent andis isinconsistent The signageonthedoors Poor signage Frosted inthe ontheinside ofthedoor glass This panel. onthedoor glass Rooms hadfrosted Projectors are oninrooms thatare left notused. onduringtheday.Fluorescent lights Each differently, room ispainted withbright into There leading isnosignageonthedoor Glasnevin Campus -Public Spaces School of NursingandHumanSciences Building     designated quietroom. designated a from wouldeach main High Noiselevels:campus buildinghaving benefit Allstudents The train visualplace for timetableisinavery andisuseful students. them. Cluttered tokeep signs-Itwould useful allthemapsclear, be on withoutstickers orposters maps are overcrowded nottoo withinformation, andhard toread. from wouldbuilding. Students aQR benefit that code could contain more information, sothe Poor Signage:There areas of thecampus are butnotatevery incertain mapsallocated  Public Spaces Audit:Sensory Glasnevin Campus  Public Spaces Audit:Sensory Glasnevin Campus Timetable information. Map outside theSUbuilding. Map outside Clear andprominentClear Train

104 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 105 Study 4: Sensory Audit St. Patrick’s St. Campus-Library       St. Patrick'sSt. Campus Study Audit 4-Sensory Results: All the seats are comfortable and padded inthefoyer are comfortable andpadded into thelibrary. leading All theseats the area andcoffee shop. isquietandrelaxed, thelibrary The coffee there beside are dock minimalsmellscoming from spaces. The foyer andthere into open isvery isanice thelibrary leading useof colours andwide — — — The photocopiers are inaspacestudying. where students are hard. All of theseats The lighting bright. isvery inthelibrary — — — It would be useful if the signage could direct students to certain areas of thelibrary. tocertain ifthesignagecouldIt would useful direct students be The noiselevel can highonlevel be thenoiseonlevel 2;thecarpet reduces 1. There can highnoiselevels be inthisarea.  Library Audit: Patrick'sSensory St. Campus visualsensitivity. with traffic brightfor passing andvery people View at one aspect - it is very noisywith View -itisvery atone aspect Main Restaurant Audit: Patrick'sSensory St. Campus spaces.    Library Audit: Patrick'sSensory St. Campus Library Audit: Patrick'sSensory St. Campus andthecolours are muted. Thechairshave fluorescent. rounded edges Library Audit: Patrick'sSensory St. Campus students.  

Photocopiers should be in housed inseparate inhoused shouldbe Photocopiers Some ofthechairsare hard. very Very are nottoo -thelights nicespace There are nomapsinthebuildingtodirect The useofthecoloursatentrance isgood.

106 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 107 Study 4: Sensory Audit St. Patrick’s St. Campus-Java Restaurant St. Patrick'sSt. Campus Study Audit 4-Sensory Results:   students have tojoinatrafficlight tonavigate thespacestudents around system the restaurant. forThe system queuingfor food isconfusing asthere are signsfor and thefood ontheglass, There isalotof natural light comingstudents. into toall therestaurant whichisbeneficial theJava restaurant.  Java Restaurant Audit: Patrick'sSensory St. Campus The traffic-light system toenter The traffic-light system St. Patrick’s St. Space Campus-Open    students. students. There isalight above someroom signswhichcould make thesignshard toread for some signage isinconsistent acrossPatrick’s theSt. Campus. The signsfor therooms andlecture hallsare large andare above However, thedoors. this comfortable chairs. with spaceThe useofandlockers Thespace open isbright, isinviting tostudents.   Space Open Audit: Patrick'sSensory St. Campus Open Space Open Audit: Patrick'sSensory St. Campus

Lightening above signs Open space with comfortable seating. withcomfortable space Open

108 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 109 Conclusion and Next Steps & Next Steps& Next Conclusion Autism. with students for their specifically structures Increasingly, IrishHEIsare developing supportive across Europe. dotted projects some support andtheUK,with States Universities intheUnited across andapplied developed to have been intheliteratureidentified review were found programmes ofintervention The vast majority withAutism. students support to explore doingto whatother HEIshave been nationallyandinternationallyinorderwebsites of peer-reviewed literature andofUniversity We areview thisproject by undertaking began livingwithAutism. students ofDCU experiences thisresearch toexplore conducted AsIAm the Human Sciences atDCU, incollaboration with Researchers attheSchool ofNursingand &Discussion Summary participate, only 26 students only26students participate, their consentto and indicated PLS that theyread thestudy indicated Although 43students diagnosis totheDLSS. those whohave their notdisclosed withAutism, including all students to accessible we ittobe wanted as the general mailinglist student (DLSS) via butwas alsoadvertised Services &Learning Disability DCU through the tostudents advertised one semester. was Thissurvey forhave DCU atleast attended withAutism who students DCU was to administered survey In Study 1,anonlineanonymous ofthisproject. captured aspart were andattitudes, their knowledge aswell as experiences, and staff to improve life oncampus.Student addressed couldbe exist might be sothatany gapsthat adequacy with Autism andtheirperceived for atDCU students current services toexplore aimed related studies, offour separatecomposed but The overall whichwas project, is thenewDCU. across themulti-siteUniversity that from staff andsupport academics was taken,involving students, awhole-campusapproach project, ofthis Thus, for thepurposes withAutism. students supporting to campus approach withrespect any awhole- identify HEIthattook In conductingthereview, we didnot positive aspects ofcampus life positive aspects the identified results The survey ofEducation.the Institute andComputing and of Engineering Social Sciences andthen theFaculty was theFaculty and ofHumanities numbers intermsofstudent Next, the Faculty ofScience andHealth. and were attendingprogrammes in were ofthesurvey male main body tothe with Autism whoresponded ofstudents sample, themajority ofthe In termsofthedemographics services. outsupport or seek with Autism donotdisclose,register thatmanythat indicates students withliteraturefinding isconsistent withtheDLSS.registered This thattheyhadnot indicated DLSS assomeoftherespondents withthe registered the number criteriawas higherthan the study asmeeting whoidentified students of it revealed thatthenumber with Autism. instance, Inthefirst intothelives ofourstudents insights revealed someinteresting study completion rate, this arm ofthe thisrelativelyDespite low rate apparent. isnotimmediately for thisrelatively low completion at theendofsurvey. Thereasons asked questions final open-ended invariably the questions omitted note, thosewhodidnotanswer all Of asked. allquestions completed only17 and,ofthese, the survey of tothemainbody proceeded

110 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 111 Conclusion and Next Steps accommodation. accommodation. highlyofthecampus spoke available tothemandothers ofClubsandSocieties number the fact thatthere was alarge also remarked onhow theyliked office(DLSS).disability Students inthe thestaff supportive how friendlyand specifically mentioned and several students were inDCU nice that people life atDCU. indicated Most saidtheyenjoyed the students home andapproximately halfof they enjoyed livingaway from said ofstudents The majority free andabletodisclose. willfeel so thatmore students addressed tobe disclosure willneed forward, thereasons for non- resources. Going valuable support DLSS, whichcouldhave provided inwiththe hadnotlinked students ofthis,these and shame.Because of discrimination,embarrassment fear disclosure stigma, included reasons for non- The reported toacademicstaff.had disclosed thanathird ofthestudents and less diagnosis ofAutism totheDLSS their that theyhadnotdisclosed indicated ofthesurvey main body tothe whoproceeded the students asover for halfof issue students, an Autism diagnosisisasignificant from thefindingsthatdisclosure of many Itisobvious onadailybasis. faced by andstruggles challenges butalsothe for students these Summary &Discussion Summary able todisclose. willfeel free and students sothatmore addressed to be for non-disclosure willneed forward,Going thereasons embarrassment andshame. of discrimination, fear stigma, included for non-disclosure reasons The reported knowing what to expect, difficulties difficulties knowing whattoexpect, not people, intalkingto difficulties were commonlycited most tosocialising Difficulties related have even considered dropping out. thatthey indicated The majority oncampus. alone inquietplaces or preferred spare tospend time aloneinthecafeteriathey eat that andreported depressed orgenerallythat theyfeel isolated reported ofstudents A majority oranxiety.effectively withstress andthattheydonotcope DCU thattheyfelt lonelyin reported University. Halfofthosesurveyed at tosucceed skillsneeded social of thesamplefelt theyhadthe attend DCU, butonlyaround half they hadtheacademicskillsto felt that ofstudents The majority support to those students who tothosestudents support toprovide ofhow best question givenconsideration be tothe must issues, these them. Inaddressing tohelp or toadviseonstrategies toprovide placed support best considered by theUniverity Offices tobe of concernthatwillneed are issues These clearly health. related tomental well asissues as to isolationandloneliness, related are withissues stuggling withAutism that many students It isapparent from findings these Student’s Union. andworkshops bysmaller events the with Autism of aswell asthehosting students for specifically of aSociety academic workload, thesettingup Autism socially, reduction inthe with problems faced by students Representative regarding the ofClass theeducation included for oncampus.This socialising toimproveneed their opportunities whattheywould about ideas clear othershad experience, in theirsocial them coulddotosupport that DCU felt thatthere was littleelse withAutism While somestudents conversation. of agroup andmaintaininga part andbeing with similarinterests people the venue meeting orevent, wereDCU as able being to cited find in ofsocialising positive aspects of agroup. common part Themost being in and difficulties interests withsimilar people in meeting the semester andhaving greater the semester spread of workload acrossbetter havinga variety ofassessments, havingagreater methods, learning greater range and ofteaching with Autism, havinga students around tostaff of guidelines theprovisionwork. Thisincluded intheiracademic them further couldsupport as tohow DCU offered suggestions Some students Autism. about knowledgeable staff not findacademicorsupport thattheydid the samplereported their timeeffectively. Around half sample saidtheydidnotmanage Over half the upwithlectures. keep to thatitisnoteasy third reported one andalmost stressful lectures found attending students these of Themajority Services. Support and information from theDCU togetsupport said itwas noteasy overlecturers andjust onethird guidancefrom andseek questions felt to ask thatitwas noteasy overJust halfofthestudents around andassignments. theirstudy routinehave agood established half thesamplefelt they didnot find group easy andjust over work thattheydidnot Autism reported with ofthestudents The majority avail ofthesupports. offer andcan,therefore, and access are awareall students of whatison required, willbe sothat supports higher level ofavailable ofvisibility do notdisclosetheirdiagnosis.A

112 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 113 Conclusion and Next Steps indicates thatsome indicates Taken together, finding these transition toemployment. to from Careers Service theDCU support they received adequate felt students of thanonefifth less in preparation for employment and in preparing theirCurriculum Vitae that theydonotgetenoughsupport felt tothesurvey who responded over athirdstudents offinal year are Although thenumbers small,just assignments. explanationsof andbetter Loop on pressure inlabs,more posts reducingand inlaboratories, time overcrowding andnoiseinlectures improvements related toreducing for suggestions Other opportunities. with, flexibility for example, re-sit Summary &Discussion Summary for students with Autism withAutism for students thatcommonly arise the issues knowledge andawareness of raise staff their and support inhelpingacademic useful be trainingAutism-specific could administer this same survey tothe thissamesurvey administer therefore, to interesting be Itwould, students. ofDCU cohort thatarisefor thewider or issues with Autism disproportionately thataffect students issues issues, Autism represent Autism-specific with as problematic for students identified any oralloftheissues towhich determine theextent to At itisnotpossible thispoint, Autism are with. struggling with thatmany students perspective from andacademic thesocial both acomplex identifies range ofissues academically. However, italso and themsocially how itsupports positively intermsof very DCU well withUniversity life andrate withAutism are coping students However, we readily acknowledge with Autism. theirpeers about andbeliefs negative attitudes positive reflected rather than generally Responses on thesubject. examine theirlevels of knowledge withAutism and alsoto their peers to of thegeneral body student vignette toexplore theattitudes intheformadministered ofashort was inDCU entire body student ofthe an onlineanonymous survey ofthisproject, study In thesecond for staff. made available arange ofresources DLSSend, theDCU hasalready in theabsenceofdisclosure. To this withAutism even students support they couldimplementtohelp Autism that aswell asstrategies with commonly arisefor students that awareness oftheissues raisestaff and theirknowledge in helpingacademicandsupport training be useful could specific withAutism, Autism- students asproblemrecognised areas for that difficulties reflect are widely sample identified by thesurvey In sofar assomeofthe difficulties general body. student Autism thanthe toagreater extent with sampleaffect students student identified bythe some oftheissues thatatleast reasonable toexpect oncampus.Itis,however,students areas for are all commonissues the to problemextent which specific toexamine general body student also highlighted the need for the need also highlighted gap.knowledge interviews Thestaff this toengageaddress willingness widely,vary there was aclear andexperience knowledge personal professional and While participant’s atrainingnot andidentified need. whileothersdid students, these tosupport feltstaff well equiped Some diversity anduniqueness. skills, theirtalents, acknowledging in theUniversity settingwhilealso withAutism arising for students ofthedifficulties understanding tohave aclear appear of staff the University. proportion Agood of staff with academicandsupport conducted interviews structured from thefocus groups andsemi- findingsalsoemerged Important report. attheendofthis detailed Actions and inthe Principles this isreflected withAutism and oftheirpeers needs ofthe the general body student andawarenessknowledge amongst toincreasing isfullycommitted DCU correct Consequently, response. thepolitically considered tobe may have provided whatthey appreciate thatrespondents andwe heldviews deeply detect sensitivehave enoughto been maynot that thevignetteused

114 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 115 Conclusion and Next Steps which is recognised internationally,which isrecognised disclosure ofanAutism diagnosis, surroundingand sensitivities effectively. Inlightofthedifficulties more thestudent can support aware hasAutism, astudent they were are thatifstaff agreed range ofconcerns,participants individual choiceandmayraise a todiscloseisan While adecision acomplexissue. that itwas clearly anditwas recognised participants recurrent with themeindiscussions of anAutism diagnosiswas a disclosureConcerns about Autism. about of acampaign communication anddissemination of methods insight intothebest alsooffered groups/interviewees into abusy, growing University. The andpractices principles necessary the forums toembed andstructures in away thatwould utilise existing howapproached about thiscouldbe and offered arange ofsuggestions withAutism students to support University. were keen Participants anAutism Friendly becoming DCU totheconceptof and interviews inallfocus groups participants among There openness was aclear below. detailed andActions Principles inthe andisreflected by DCU training addressed staff willbe for Autism-specific roles. Thisneed havingimportant Services Library andthe Catering Office, Services withtheAccommodation staff training Autism-specific for support Summary &Discussion Summary need for for clearer guidelines need staff, element of thisproject includethe fromobtained thequalitative Practical recommendations actions. recommended to develop aplantodeliver onthe established group thathasbeen in themake-upofimplementation reflected willbe and thisexpertise withintheUniversity already exists that ofexpertise on thewealth tocapitalising iscommitted DCU other settingswithintheUniversity. practice replicated in mightbe ofgood Human Sciences model Similarly, theSchool ofNursingand team. withthestudy experience Autism andare happy toshare this with in working withstudents have valuableat CTYI experiences provided. Staff with theservices and campus-wideengagement available awareness ofthesupports however, contingentonwidespread is, supports ofthese Success replicated across theUniversity. well andcould,potentially, be thatare models working support todevelop works withstaff service The cohort. with thisstudent with Autism working andtostaff tostudents range ofsupport proactively offer awideandvaried theDLSS inthisreport, noted As plan. action proposed the DCU-specific in This commitmentisarticulated thisissue. tohelpaddress strategies toarange iscommitted of DCU approached howabout thiscould be a range of suggestions with Autism andoffered students keen tosupport University. were Participants anAutismbecoming Friendly to theconcept of DCU focus groups andinterviews inall among participants There was openness aclear nursing students with disabilities, withdisabilities, nursing students and Human Science tosupport intheSchool ofNursing used University, such asthemodel workingto be well withinthe thatappear models support Replication student ofexisting involvement intheirstudies. parential that theycanrequest with Autism made aware should be parential involvement, students with DCU’s Policy regarding actions. Inaddition,andinline DCU proposed inthe reflected and isrecognised and thisneed toconsider issues important very provision are also ofquitespaces and busyevents at typically Provisionimpact. ofquiettimes improve theirreach andpotential to potential Orientation hasclear DLSS suchasStudent atevents provided by the services specific ofAutism- visability Increased routeas apotential toexplore. wasand Societies, identified Stundnt’s Clubs UnionandDCU the both thatsupports team which ismadeupofadedicated of Student Life, Office the DCU role Anincreased forexperienced. to many currently ofthedifficulties with Autism mayprovide solutions referralclear pathway for students appropriate staff, alongwitha the various with University offices shared communications between already onoffer. Improved or oftheresourcesgreater visibility some additionalresources and

116 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 117 Conclusion and Next Steps of these senory issues for students for students issues senory of these sound. Inrecognition high-pitched by someasa detected it couldbe as irritant, sensory as apotential waslecture theatres also highlihged oninoneof the turned projector left level. Alow hummingnoisefrom a ateyesignage ornotbeing busyorambigious missing, included causedifficulties could potentially of thecampusenvironment that aspects Other students. these as makinglife more difficult for furniture were also identified cluttered orstacked with unused orspaces dimlylitspaces surfaces, obvious thingslikehard seating otherless whilst the participants significant difficulties forsomeof oncampuscreated in eateries (lunch time). Queing systems times atpeak the restaurants suchas noisyspace a bustling colours, fluorescent lighting,or awareness tosmells,bright sensory withheighted for thosestudents difficulty,of potential particularly asource couldbe other aspects while intheaudit, part who took was working well for thestudents physical environment oncampus ofthe Audit thatsomeaspects It was apparent from theSensory consideration. further of this issomethingthatworthy anditwas that proposed agreed was Autism Service designated with Autism. Theconceptofa students DCU further to support exploring is anotherinitiative worth Summary &Discussion Summary MacCraith, President ofDCU). academically.” (Prof. Brian and socially experience, both have afullandfulfilinguniversity at third level, thecourse and stay through difficult transitionpoints with Autism, are “….able toget includingthose that allstudents, considerations, domore toensure andbudgetary time, personnel to could,subject DCU disabilities, witharange of students support doingmuchto although clearly of thisresearch reveal that four butrelated aspects distinct In summary, thefindingsfrom the is possible. to minimisingthem,insofar asthis aswell), students iscommitted DCU with Autism (and other perhaps

118 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 119 Conclusion and Next Steps Conclusion & Next StepsConclusion &Next in thefuture. tothird education leveltransition from secondary withAutism asmore students important academically. Thiswill,we particularly believe, be and would empower and them toflourishsocially withAutism ofstudents enhance theexperiences across theUniversity would practical supports thathighlevel,identified as well asa range of we have withdisabilities, for allstudents it does withAutism, as tostudents variety ofsupports isalready providingWhile DCU acomprehensive withAutism. students thelives ofDCU about This project provides ofinformation awealth StepsConclusions &Next Principles ofPrinciples anAutism Friendly Ultimately, thatthe itishoped of thisambitiousproject. Phase2 Sciences. Thiswillconstitute the School ofNursingand Human of Student Lifethe Office andfrom Services, Accomodation Estates, Services, Library Catering Services, (TEU), Training andDevelopment, TeachingCTYI, EnhancementUnit theDLSS,the President, Intra, from of staff theOffice includes actions. Thisimplementationgroup plan todeliver ontherecommended todevelopa range offices a ofDCU from ofstaff comprised established An implementationgroup hasbeen Training andEmployment. Engagement, Support, Access, Information/Communication, actions cover thedomainsof:Policy, Recommentations andproposed Autism Friendly University . These of the theprinciples to embed actions proposed DCU-specific Friendly University andunder ofunder Principles anAutism ofthisreport section in thenext recommendations are outlined recommendations. These these drive forward andtoimplement to in termsoftheirexpertise placed thatarebest Offices DCU across DCU, the identified ofkeystakeholders assistance research andwe have, withthe grounded inthefindings ofthis actionsthatarerecommended and ofprinciples outline aseries ontheproject findings, Based we Autism Awareness. -Raising inthesection included raise awareness ofthisproject are to alongwithotherevents poster from May10thto13th2017.The Research (INSAR) in San Fransisco forThe InternationalSociety Autism (IMFAR) by 2017 whichwas hosted forMeeting Autism Research research project totheInternational anabstractwe onthis submitted Raising Autism Awareness) and latersection: (see undertaken hasalready been events publicity Autism arange awarneness, of Given ourcommitmenttoraising Raising Awareness September 2017. 2017-2022), in which was launched Discovery, andTransformation: Strategic Plan(Talent,new DCU ofthe withthegoals consistent three years. Thiscommitmentis Friendly University over thenext of theAutism theprinciples embed actionsto proposed DCU-specific and todelivering ontheproposed Autism Friendly University outlined ofadopting theeightPrinciples an McCraith, to hascommitted The President ofDCU, Prof. Brian across institutions. vary oftheactionswill,however,specifics Autism friendly.to become The byadopted otherHEIswishing University belowwillbe detailed

120 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 121 Recommendations, Principles and Actions Principles and Actions Principles Recommendations, DCU Offices as part ofthelarger implementationgroup.part as Offices DCU withdesignated ordination willrest andtheresponsibility actions,buttheco- theimplementationofthese support Ireland will andSpecialisterne It isenvisaged thatAsIAm (AWE) University. Welcoming asanAccessible, Accreditation andEmpowering Autism Friendly University andwillaward Provisional DCU Ireland asan and Specialisterene now DCU recognise AsIAm three years. Giventhe next thiscommitment, of theAutismthe principles Friendly University over actionstoembed proposed DCU-specific the proposed Friendly University below andtodelivering outlined on of toadoptingtheeightPrinciples anAutismcommitted thePresident noted, ofDCU,As Prof. BrianMcCraith, has Higher Education Institution. underpin theculture of any ‘Autism University/ Friendly’ thatshould overleaf) (see we 8keyPrinciples developed withAutism, life ofstudent for theexperiences students about Following community extensive consultationwiththeDCU Recommendations Education Institution University/ Higher any ‘Autism Friendly’ underpin theculture of thatshould Principles We developed 8 key ofPrinciples anAutism Friendly University 8 7 6 5 4 3 2 1 transition beyond University. their of initiatives thatwillhelpdevelop skillstosupport theirsoft Increase employability ofgraduates withAutism, through arange ofuniversity life. various aspects withAutism canhave avoice in channelssothatstudents Establish the University community. andrelevantDevelop understanding andskillswithin knowledge ofthosewiththecondition. diverse experiences around thestigma AutismSeek tocombat the andrecognise anAutism friendlyoperational environment.Seek toestablish university ofeveryday life. challenges the social withAutism to meet students toequip andbuildcapacity Support university ofeveryday life.the academicchallenges withAutism tomeet students toequip andbuildcapacity Support inuniversity programmes. participate withAutism totransitionEncourage intoand andenablestudents

122 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 123 Recommendations, Principles and Actions 1. by AsIAm. supported be actionswill,whereThese appropriate, Friendly University of theAutism principles the actions toembed proposed DCU-specific f. e. d. c. b. a. programmes. inuniversity transition into andparticipate withAutismEncourage to and enablestudents Talented Youth, Ireland (CTYI) andtheCoderdojo programmes. with Autism whoattend, for example, theCentrestudents for programmes willcontinuetopromote toprospective DCU its studies. parent/guardian) themduringthecourseoftheir tosupport anadvocate (e.g. todesignate students thatpermits model willpromote DCU awareness oftheexisting DCU increased information currently provided. Programme current Outreach Access tocomplementthe DCU elementtothe willaddanAutism-specific ofAccess Head DCU atDCU. their studies DCU DLSS tothepriorcommencing needs Autism-specific withAutism invited tosubmitaprofile willbe Students oftheir services. support student resources tocomplementroutinely-provided available atDCU thesuiteofAutism-specific about atorientationevents students willensure ofinformationDCU greater visibility provided to information internalandexternal both andpromotional events. DCU’sabout commitment toAutism Friendly at University status acampaign willlead CommunicationsandMarketingteam DCU

2. e. d. c. b. a. of everyday university life with Autismtheacademic challenges tomeet students andbuildcapacity toequip Support their attention andproblem-solving skills. withAutism toimprove willdevelop tohelpstudents tools DCU academically. withAutism toreach theirfullpotential students to support willdevelop for toempower guidelines them DCU academicstaff writingandexamassignment success. community, skills,organisational andstudy skills, learning developing a lifestyle, intheareas ofbalanced students The ‘Discoverwere resourses tosupport DCU’ developed resources: www.dcu.ie/studentlearning/online-tutorials.shtml ‘Discovercomplement therecently suiteof launched DCU’ will,where DCU required, elementto addanAutism-specific disciplines). (e.g. trained graduate from andallied students health providedtake theformat by ofabuddysystem appropriately mentoringwill practice, thispeer In linewithinternationalbest withAutism totransition touniversity life. students support to (buddysystem) mentoringmodel willputinplaceapeer DCU have filteringmaterial. difficulty withAutism who students orientation programme tosupport elementtotheir willaddan Autism-specific Service Library DCU

124 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 125 Recommendations, Principles and Actions Principles &Actions Principles 3. 4. d. c. b. a. university life of challenges with Autismthesocial tomeet students andbuildcapacity toequip Support h. g. f. e. d. c. b. a. operational environment anAutism friendly Seek toestablish promoting the social engagement of their peers withAutism. promoting engagementoftheirpeers thesocial willdevelopfor on guidelines DCU thegeneral body student Autism whoare livingaway from home. with willofferDCU workshopslivingskillsfor onindependent students withAutism. suitable for students is willensureDCUAccommodation Student Office that Estates DCU and/orinmanaginganxiety.courses students workshops tosupport andDevelopment willrunAutism-specific Student Support DCU Agency’s Guidelines for Guidelines PlainEnglish. Agency’s available inplainEnglishfollowing Literacy theNational Adult are documents by information ensuringthatallstudent andpolicy communicationswithstudents willwork toimproveDCU its further etc. locations staff, identify office tohelpstudents communication strategies willcontinuetoimprove staff DCU signageandother local navigatetheirway around theUniversity.students researchers Campus MapApp, willdevelopDCU tohelp aDCU alarm drills). difficulties (e.g processing notificationof fire withsensory for students thatmightpresent difficulties websiteknown about issues on theDCU willprovide CommunicationsandMarketingteam DCU information as ‘DisabledGo’ toimprove Autism accessibility. such tools DLSS for potential DCU willscope development ofsupport Unionevents. for guidelines majorStudents’ willdevelop sensory DCU with Autism wheninfrastructure updated. isbeing arisingfor students issues mindfulofthesensory willbe DCU across theUniversity. oflocations inanumber willprovide quietspaces DCU designated

5. 6. the condition. recognise thediverse of thosewith experiences around Seek tocombat thestigma Autism and f. e. d. c. b. a. e. d. c. b. a. community (staff and service providers)community andservice (staff knowledge andskillswithintheUniversity Develop andrelevant understanding provision onAutism-specific ofaModule issues. Learning and Teaching levels andthird (primary, level) through secondary development and atall increase Autism educators awareness amongst andknowledge willcapitaliseonit’s role DCU to potential Given ineducation, its ofrelevantvisibility information. University’s DLSS –inorder webpages toimprove toand access theAutism/resources willexpand available section onthe DCU thetraining inDCU.with aviewtoextending toallacademicstaff Teaching EnhancementUnitandtheMiddletown Centre for Autism, Trainingacademic staff, ofDCU withsupport theDCU &Development, willimplementapilotAutism trainingDCU schemefor asampleof Awareness academicyear. ofeach from theDLSS atthestart training receive programme ashort on-campus businesses onAutism and Services willaimtoensureSchools, Units, DCU thatall withAutism found. canbe students support willaimtoensure know whereDCU thatallstaff information onhow to withAutism. ofstudents intheirteaching academics DLSS andpromoteDCU willexpand theresources available tosupport disclose andformally theirdiagnosisofAutism. register wishingto andprocedures inplaceforthe current students processes In order tocontinuouslyimprove provision, DLSS service DCU willreview diagnosis inlateteens/early adulthood. who receive their students forAutism will provideDCU supports specific Autism Friendly University initiative. the willdevelop anetwork of“StudentDCU Champions”tosupport planning. withAutism are ofroutine considered routinelyactivity students aspart DCU’s of Student Life Office of willaimtoensure thattheneeds willholdanAnnualAutism InclusionDay/sDCU inDCU.

126 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 127 Recommendations, Principles and Actions Principles &Actions Principles DCU students withAutism students DCU 8. 7. f. e. d. c. b. a. Specialisterne. and DLSSby offices and,where appropriate,be supported will byIntra theDCU facilitated andsupported actionswillbe These c. b. a. Seek toincrease future employability of University life. Autism can have of avoice invarious aspects with channelssothatstudents Establish internship programmes or into employment. internship programmes orintoemployment. with Autism onto intakingstudents thatare interested companies about information willcontinue todisseminate toallstudents DCU withAutism. students forprepared tooffer internshipandemployment opportunities andtogrow willcontinue toidentify ofcompanies thenumber DCU /stages. points ofkeytransitory atanumber services are available given tothemandthey willbe reminders these about above detailed thatalloftheservices advised willbe students DCU opportunities. workshops andadviceoncareer toassessment access includes tosecure andretain This employment. enhance opportunities to designed offered whichhasbeen andprovided by Specialisterne training oftheadditionalspecialist advised willbe students DCU element. an Autism-specific with Curriculum skillsandinternshipopportunities, Vitae, interview todevelop designed willcomplementcurrent supports DCU student element. specific withanAutism- ofstudents, attributes skills andotherpersonal tobuildthesocial designed willcomplementcurrentDCU supports Autism ontheAutism Friendly University implementationgroup. with willaimtoensure representationDCU adequate ofstudents withAutism andtheirfriends. a safe for space students ofanAutism toprovide Society theestablishment willsupport DCU willrunAutism ClubsandSocieties friendlyevents. DCU

128 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 129 Raising Autism Awareness Awareness Raising Autism pop-up banners, an audioguideandinteractive banners, pop-up activities. contend with.Thiswas through must aQ&A formatthat theirpeers on explored thedailychallenges visitingtheexhibition, students Upon awareness oftheexhibition. Awecampus) platforms was media setupandshared toraise onsocial (@ page emails.Inaddition,atwitter invited by andstudent allstaff withASD. oftheirpeers them agreater understanding Attendeeswere insightintowhatitisliketolivea better withAutism, therefore giving ingaining andstaff The aimoftheexhibitionwas toengagestudents Patrick’s St. building oftheDCU Campus andinthelibrary Campus. ‘Autism Exhibition’ Experience Glasnevin intheHelixonDCU of theAWE part As Campus Project inDCU, showcased the AsIAm An Autism Experience Exhibition Welcoming andEmpowering) Campus Project: theAWE we hosted andstudents, staff DCU step toward afirst As raising awareness of Autism amongst Twitter: @AweCampus Autism Awareness Exhibition (Assessable, (Assessable, tracing shapes, while processing external stimuli. A student tryingtofollow simpleinstructions of An Autism Experience Exhibition– AWE Campus Project: subconcious awarenessofbodyposition. Experiencing thesenseofproprioceptionand An Autism ExperienceExhibition – AWE CampusProject: tracing shapes, while processing external stimuli. external whileprocessing tracing shapes, tofollow of simple instructions trying A student An Autism Experience Exhibition AWE CampusProject: subconcious awareness of body position. awareness ofbody subconcious thesenseofproprioceptionExperiencing andthe An Autism Exhibition Experience AWE CampusProject: sight, noiseandtouch. sight, senseof aheighted liketododailytasks,whenexperiencing it couldbe many theexhibitionsalsofound situations.Thosewhovisited outwhat howin thiscancauseanxiety were themtosee Thisenabled heighted. andsmellnewfoods, whiletheirsenses totaste given theopportunity wordslanguage, orread andsee clearly. were andstaff also Students whatitislikeiftheycouldnotunderstand toexperience welcomed were oftheworld andstaff aroundunderstanding them.Students people’s challenged perceptionsThe activities andtheir sensory

when theirsenseofsightandsoundisblocked. A studentexperiencingaheightedsenseofsmell, An Autism ExperienceExhibition – AWE regulate their sensory processing. fidgets thatare available tohelp students to Staff andstudents experiencingthe sensory An Autism Experience Exhibition– AWE Campus Project: regulate their sensory processing. processing. regulate theirsensory to thatare availablestudents fidgets to help thesensory experiencing Staff andstudents An Autism Experience Exhibition AWE CampusProject: when theirsenseofsightandsoundisblocked. senseofsmell, aheighted experiencing A student An Autism Experience Exhibition AWE CampusProject: CampusProject:

130 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 131 Raising Autism Awareness Twitter and80,000followers onInstagram. reaching 3000followers media, tosocial on students directed the exhibition,where the SpinTeam from Spin1038103.8FM There thatran was Campaign alsoaSocial alongside Media withAutism have. thatpeople andtalents strengths, abilities the theexhibitiontoappreciate better those experiencing withAutism face day.people every This,inturn,allowed that thechallenges first-hand experienced and staff role others.Meanwhile, students toplayinunderstanding Autism about andtoexplore how hasanimportant everyone aconversation The aimoftheexhibitionwas primarilytostart Raising Autism Awareness The Social Media TeamThe Social Media from Spin1038-103.8fm,Helix,DCU [insert link] [insert A Facebook was page alsosetup toraise thesociety. awareness about togaugethelevel insuchaSociety.the project team ofinterest campus. Three separate evening wereby information sessions hosted Autism atDCU. Society Paper flyers around were the posted also aplantosetupannew about emailserver using theall-students below) invite text ofinterest An expression (see was senttoallstudents anAutismEstablishing Society atDCU building Autism awareness andpromoting Autism-friendly activities. a more Would acceptingcommunity? where you liketojoinasociety Do youDo have Autism? Are you afriendorfamily ofsomeone member DCU and AsIAm are andAsIAm and hoping tosetupanAutismDCU inDCU Society with theAutism? Are inlife you withAutism interested andbuilding Where –School of Nursing andHumanScience Room HG19,Open own agenda- from through aplacetoshare being to experiences, we want to hear if are interested in this. This society would set its would setits we inthis.Thissociety ifare want tohear interested those thathave friendsandfamily with Autism members tocome We thosethathave Autism, would and like toinvite allstudents, along to our meet uponWednesdayalong toourmeet 19thinRoom HG19. you can meet new people whoshare similarinterests? you newpeople canmeet Meeting of Interest in Setting Up of inSetting Interest Meeting Up a New Autism Society inDCU to all students. Bring afriend! to allstudents. On Wednesday 19thApril

132 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 133 Raising Autism Awareness [View onlinehere] Poster attheIMFAR presented conference Conference Presentation Raising Autism Awareness Poster presentedattheIMFAR conferencehttp://www.Autism-insar.org/page/IMFAR Prof. Teresa Burke presenting atIMFAR ! Prof. Teresa BurkepresentingatIMFAR

134 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 135 Raising Autism Awareness Autism Experience exhibition atDCU ConorGilliganandOliviaForde ambassadors withstudent Helping hands:AdamHarris(left) atthe jobprospects withASDandboost forto college students A new project atDublinCityUniversity thetransition aimstoease Creating anAutism Friendly Campus here] [Link toArticle -Education inIrishIndependent Section Article Publicity andOther Newspaper Raising Autism Awareness 27 April2017 By KimBielenberg supports for students with autism for students supports a breakthrough andhe hopes DCU's project as Harris sees withautism. people for agency recruitment support a andSpecialisterne, AsIAm.ie, service, Harris's autismsupport Sweeney, theproject involves Adam Rose by DCU'sLed DrMary andstaff.among students environment and raise awareness aims tochangetheuniversity's that It isanambitiousundertaking academicyear.in thenext starting changes willsee students and autism-friendly campus' 'Ireland'saiming tobecome first is University (DCU) Dublin City difficult obstacles. graduate jobscanpresent more careers. Finding internshipsand theythenhavecollege, toplantheir in Once theyare established academically gifted. to third level, even iftheyare when theyhave tomakethechange buttheycanstruggle support, they mayhave received special disorder (ASD).spectrum Inschool withautism transition for students adifficult canbe tocollege Going among students at DCU have also atDCU among students autism. Surveys awareness about maylack andfellowstaff students difficulttonavigate,and may be ofdecor. types particular Colleges to noise,bigcrowds, smellsand People sensitive withautism maybe environment. withthesocial are connected academic. Many oftheproblems are not often by students thedifficulties faced He says SimonHarris. Minister Health campaigner, whoisabrother of experience," theautism says so bigthattheyhave anegative However, thetransition canbe societies. incollege socially and theycanpursuetheirinterests pursue theiracademicinterests, theycan because to somepeople alotmore autism. Itcanbe suited with for students opportunity isahuge "Going tocollege phase. atthenext tolook need thereawareness atschool, isnow a andraisedone toprovide support whilemuchhasbeen He says reach adulthood. who were aschildren diagnosed third asalarge level cohort colleges atall more important will become by Kim Bielenberg for the Irish Independent Irish the for Bielenberg Kim by "Creating an Autism Friendly Campus" Friendly Autism an "Creating 27 April 2017 2017 April 27

136 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 137 Raising Autism Awareness opportunity. atthe friendly campus,sheleapt intoanautism turned could be thatDCU When itwas suggested feedback." really andthere enjoyed it, was great hang outoncampus.Thestudents whatitwas liketo andtosee college were atthe "They staff abletomeet allthefacilities andservices: to see oncampusand tobe opportunity an itgaveShe says thestudents the summer. ago. Itwas heldduringaquiettimein arriving attheuniversity four years orientation programme for students heldasuccessful DCU after autism-friendly campusinitiative Dr Sweeney toinspire the helped theyneed."get thesupport able to andtheymaynotbe isolated, them. There isagreater riskofbeing about others maymakeassumptions itopenly,autism cannotdiscuss with people "When Harris says: isolation. fear foundDCU thatsomestudents their diagnosisopenly. Research by and many are reluctant totalkabout tothedisability, attached stigma shown thatthere astrong isstill Raising Autism Awareness DCU.​ been carrying outa​ carrying been ​ Students is important. It isinevitablethat is important. a higherlevel ofanxiety. Consistency itcan cause "If alecture iscancelled or toadaptachangeinschedule. withautismtochange routine, people harder itcanbe Harris says for earplugs." noisysomewhere,be they canbring example, iftheyknow itisgoingto Forif theyknow whattoexpect. abighelptostudents "It isoften tobigcrowds.exposed sothattheyaretheir activities not withautismcanschedule students withautism.Hesays for people extremelycan be debilitating environment thesensory Harris says altered toalleviatethis. can be walls canprovoke anxiety. Thedecor coloursonthe lighting andcertain fluorescent For somestudents, cangofor meals. where students arein theyear ahead quietspaces comingtoDCU Among thechanges layout oftheuniversity. waystoalterthephysical suggests ​ design, environment​ ​This ​decor, ​with ​ ​assessment s okn at​ looking ​is and ​noise, ​autism 'sensory​ ae already ​have ​of mls It ​smells. h physical​ ​the ​building ​ audit ​' in ​ support they need."support abletogetthe may notbe andthey isolated, being There isagreater riskof them. about assumptions it openly, othersmaymake with autismcannot discuss people "When Harris says: to promote greater awareness friendly campusisaprogramme transformation anautism- tobeing ofDCU's part An important bit more. a withautismcanstruggle students difficult but can be for anystudent, Dr Sweeney comingtocollege says containing advice. givenwith autismwillbe ahandbook fromarrive students inDCU school, In anotherinitiative, before they before you goonholidays," hesays Itisabitlikehavingguidebook it. sothattheycanpreparehappen, for lettingthemknowabout thatitwill So, for withautismitis someone inaperson'schange willhappen life. the DCU project. the DCU Fundfrom for Accounts theDormant Funding received of€50,000hasbeen Harris. says theydon't it," understand because difficult, being isjust someone Peopleexperiencing. mightthink is ofwhataperson a recognition hardmay be tohave empathy and invisible disability. aresult it As itis an are,challenges because hard whatthe very tounderstand "If you don't live withautismitis andsmells. tastes unexpected are blindfolded andexperience students autism is.Insomeactivities, ofwhat thebasics well aslearning life withautism,as islikefor people what tounderstand an opportunity with held.Theyprovidebeen students Autism exhibitionshave experience population. andthegeneral among staff student students with autismtofind students tohelp Specialisterne agency isworking withtherecruitment DCU to theirabilities internships andwork suited tofind on spectrum helpsstudents College by Kim Bielenberg for the Irish Independent Irish the for Bielenberg Kim by "Creating an Autism Friendly Campus" Friendly Autism an "Creating 27 April 2017 2017 April 27

138 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 139 Raising Autism Awareness be awarebe or disability oftheability to needs community "The He says: needs. sensitivewhich mightnotbe totheir or fittingintoa work environment gapsinwork experience, process, the jobapplicationandinterview innavigating include difficulties for The challenges jobseekers internships. jobs andseeking whentheyareabilities applyingfor difficult toshow theiracademic findit still manysays students Peter Brabazon ofSpecialisterne in IT. mathematical. Theycommonlywork that have aregular routine orare autism are drawn often totasks vary, with their interests students autism tofind work. Although with helpspeople The agency internships andpursuecareers. Raising Autism Awareness surveys atasdeu.eu surveys tocompletethree online services professionals working inautism autism, theirfamily carers and They are with inviting people Disorders intheEU. on astudy, Autism Spectrum collaborating withotherresearchers areResearchers atDCU programming." high level and jobsincludingcoding "Some work in ofourcandidates do aregular full-time job. withautismcouldnot that people itasthreatening, orthink see still Some people people. of autistic by Kim Bielenberg for the Irish Independent Irish the for Bielenberg Kim by "Creating an Autism Friendly Campus" Friendly Autism an "Creating 27 April 2017 2017 April 27 the report. have inrolling outsomeoftherecommendations from role theywill theimportant 20th, 2017totalkabout and newStudent’s Unionrepresentatives onJune of Student Life oftheOffice withthestaff Meeting Obtaining Buy-in

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146 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 147 Appendices DCU Research Ethics Committee Approval Committee Research Ethics DCU 1 Appendix All study materialsareAll study available inthefollowing appendices. Appendices registered with the DLSS DLSS the with registered Issued by DLSS to Students with Autism who were were who Autism with Students to DLSS by Issued withAutism) (Students Call for Participants 2 Appendix

148 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 149 Appendices Issued by Project PI to all DCU students DCU all to PI Project by Issued withAutism) (Students Call for Participants 3 Appendix All study materialsareAll study available inthefollowing appendices. Appendices Participant information leaflet (Students with information (Students Autism) Participant leaflet 4 Appendix

150 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 151 Appendices Information Pobal (project about funders) 5 Appendix All study materialsareAll study available inthefollowing appendices. Appendices Autism Spectrum DisorderAutism (Study Spectrum 1) forQuestionnaire with completion by students 6 Appendix

152 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 153 Appendices Autism Spectrum DisorderAutism (Study Spectrum 1) forQuestionnaire with completion by students 6,Continued Appendix Appendices Appendix 6: Questionnaire for completion by students for 6:Questionnaire Appendix completionby students with Autism Spectrum Disorderwith Autism (Study Spectrum 1)

154 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 155 Appendices Autism Spectrum DisorderAutism (Study Spectrum 1) forQuestionnaire with completion by students 6,Continued Appendix Appendices Appendix 6: Questionnaire for completion by students for 6:Questionnaire Appendix completionby students with Autism Spectrum Disorderwith Autism (Study Spectrum 1)

156 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 157 Appendices Autism Spectrum DisorderAutism (Study Spectrum 1) forQuestionnaire with completion by students 6,Continued Appendix Appendices Appendix 6: Questionnaire for completion by students for 6:Questionnaire Appendix completionby students with Autism Spectrum Disorderwith Autism (Study Spectrum 1)

158 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 159 Appendices Call for Study Participants Call for Study Participants 7 Appendix Appendices (All DCU Student -Vignette Study) -Vignette Student DCU (All Participant information Participant leaflet 8 Appendix (All DCU Students) DCU (All

160 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 161 Appendices Questionnaire /VignetteQuestionnaire for inDCU AllStudents 9 Appendix Appendices Appendix 9: Questionnaire/Vignette 9:Questionnaire/Vignette Appendix for all Students inDCU for allStudents

162 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 163 Appendices Call for Participants: FocusCall for Group withAcademic Participants: Staff 10 Appendix 2nd Call: Appendices Call for Participants: FocusCall for Group Staff withUniversity Participants: Support 11 Appendix

164 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 165 Appendices interviews with University Support Staff) Support University with interviews Participant Information Leaflet InformationParticipant Leaflet 12 Appendix Appendices (Focus Groups and Semi-structured Semi-structured and Groups (Focus Consent Form: /Focus Staff interviews semi-structured Groups 13 Appendix

166 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 167 Appendices interviews orfocusinterviews groups Topic one-to-one undertaking for staff guides DCU 14 Appendix Appendices and DCU DCU and Fund fromand was Accounts funded theDormant This project was approved by Government

168 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 169 consistently excellent Purposefully different,

170 Living with Autism as a University Student at Dublin City University: Developing an Autism Friendly University 171 Study Background, Aims and Methods and DCU DCU and Fund fromand was Accounts funded theDormant This project was approved by Government and Meeting Pointand Meeting Information Advice Autism Spectrum