Issues being explored in this project
Questions and Gaps
Sandra Law
Problem Statement
Autistic women often receive delayed diagnoses and limited educational and vocational supports and as a result may develop comorbidities, such as anxiety, depression, eating disorders and even suicidal ideation. This means they may face even greater challenges than males with an autism diagnosis (whose traits and behaviours are seen as typical of autistic people) when they transition to postsecondary education, which places much onus on the individual to be effective self-advocates. Participation in postsecondary education leads to improved life outcomes for individuals with disabilities and given current low participation rates of autistic people in postsecondary it is important to find ways to increase their persistence and completion rates when they do enroll in programs (Hart, Grigal, & Weir, 2010; Hendrickson, VanderBusard, Rodgers, & Scheidecker, 2013).
Research Questions
How can educators and student services staff (e.g. those working in accessibility services units) best support autistic women as they transition to the postsecondary education from work, home, or secondary school?
Does this group of individuals need access to unique services and resources (i.e., distinct from those offered to other disabled individuals, specifically those referred to as neurodiverse, and distinct from males) in order to persist in postsecondary education and to successfully compete the programs in which they are enrolled?