Abstract
Although increasing numbers of students with disabilities
are accessing higher education, there is relatively little information about the
needs of students with Asperger syndrome (AS). Crucially, students themselves
have rarely been included in research examining their needs or the supports they
might find helpful.
Three focus groups, one with students with AS and two with
staff were conducted to explore the challenges, barriers and supports to
students' successful progress through one university in the UK. Thematic
analysis revealed some key differences between staff and student perspectives,
particularly with regard to impact of sensory sensitivities and daily life
difficulties on academic progress.
Students and staff also held differing views
about what is helpful, relating to disclosure of diagnosis and the value of
formal social supports. The study highlights the importance of developing
services beyond traditional academic supports that students with AS themselves
feel are valuable.
