DCU leads the way in offering a helping hand to students facing the challenges of autism

TODAY, Dublin City University will be designated as Ireland’s first autism-friendly university by AsIAm, an autism advocacy organisation, and Specialisterne Ireland, an employment support agency.

An intensive programme of work over the past 18 months, which has laid the foundations for this designation, acknowledges the specific challenges faced by students with autism attending university and addresses them.

This initiative complements the comprehensive suite of supports already provided to all DCU students via the disability and learning support services.

The official conferring event today will be attended by President Michael D Higgins who will recognise DCU’s commitment to providing equal access opportunities and social inclusion for under-represented groups into higher education.

Making the transition from secondary to third-level education can be a daunting prospect for students and parents alike.

Adjusting to a new academic setting, greater levels of independence, different schedules and deadlines, navigating a new physical environment with different choices and decisions to be made, all while surrounded by strangers, can be very challenging.

Now imagine juggling all of this if you have difficulties communicating or socialising, or are easily overwhelmed by noise, a bustling environment, strong lighting, smells or colours.

These are some of the added challenges students with autism face as they embark on their studies in a university setting.

Feeling stigmatised and reluctant to disclose their condition to their peers, academic staff or even to the disability support services can lead to an inability to access the supports available and exacerbate their feelings of isolation and increase anxiety and depression.

Securing work placements later in their programme or employment afterwards can be difficult and many students with autism do not complete their studies.

It is clear from international literature and research which I led that additional specific supports are needed to improve the academic and social experiences of students with autism.

This research has informed the development of a new set of autismfriendly principles (which any university could adopt if they wish to become autism friendly) and has led to a commitment by DCU to implement a wide range of actions over the next three years which will improve the experiences and outcomes for students with autism.

These actions include additional supports in the areas of communication, information-processing, life skills, signage, campus navigation, well-being, time management, provision of quiet spaces and quiet times at busy events, as well as help with securing internships and employment.

A peer support model will be piloted. These will be augmented by mechanisms to increase knowledge and awareness amongst their peers, in particular student ambassadors and class representatives.

Provision of autism-specific training and awareness for academic and support staff across the whole campus is also planned.

The actions which will complement the current supports offered to all students in the university are low cost and will benefit the wider student body.

Many of the actions committed to are simple adjustments to processes and procedures which have the potential to have significant positive impacts.

Current estimates indicate students with autism comprise 4.8pc of those registered with University Disability Services (Source: Ahead, 2017).

While this is likely to be an underestimate of the true figures (as many students do not disclose their diagnosis), it indicates academic staff regularly encounter students with autism in their lecture theatres, even though they may not be aware of it.

It is important therefore the supports offered are available to students in a way that facilitates them to avail of them without others being aware of this.

IN other words, the supports need to be visible, easily accessible, and incorporated into the routine university processes, structures and infrastructure. It is anticipated this project will reduce many of the worries about transitioning to university for students with autism and their families and make them feel their needs are recognised, supports are in place to help them and their talents will be nurtured at DCU.

Ultimately it is hoped this initiative will result in students with autism being able to complete their programmes of study without their condition negatively affecting them and they can reach their full potential academically and socially.

A project co-ordinator has been appointed to work on the implementation of the action plan over the next three years, funded by the Ireland Funds.

Today’s designation is a commitment to educational access, but also a demonstration of a university that is responsive and constantly evolving to meet the needs of its students.

We hope other Irish higher education institutes will adopt the autism-friendly principles we have developed and commit to their own specific action plans.

An estimated 4.8pc of students have autism, a likely underestimate ...and academic staff regularly encounter students with autism in their lectures, even though they may not be aware of it