Supporting Success: How College Students with Autism Define Meaningful Accommodations

Level of Education of Students Involved

Undergraduate

Faculty Sponsor

Angie Vernon

College

College of Arts & Sciences (CAS)

Discipline(s)

Psychology

Presentation Type

Poster Presentation

Symposium Date

Spring 4-30-2026

Abstract

Much research has examined responses to available support services for college students with Autism Spectrum Disorder (ASD). Common perceptions suggest social support groups would be of greatest benefit to students with ASD. However, a review of the literature suggests that students with ASD have a greater preference for other accommodations (e.g., Accardo, Kuder, & Woodruff, 2019). Notably, the bulk of relevant studies occurred prior to the COVID-19 pandemic, which brought about increased social isolation across the population.  Our review underscores the gap between what institutions commonly offer and what students actually find most useful. While universities often emphasize social integration initiatives, students with ASD consistently report valuing academic accommodations, especially those that support their individual differences in learning needs (e.g. faculty mentoring, transition-to-college programs). This suggests that the effectiveness of support depends not only on the type of accommodation, but also on alignment with individual students’ unique circumstances .

Our review identifies consistent patterns of preference for individualized supports, and highlights an emerging interest in flexible, technology-based forms of social engagement. Overall, evidence suggests that effective postsecondary support for students with ASD must offer options that respect students’ varying levels of social comfort and independence.

Still, it seems reasonable that individual perception of need for social support may have changed since the original measures were completed (pre-COVID). The current study aimed to examine this possibility in currently enrolled college students with ASD.

Biographical Information about Author(s)

Sofía Gómez / I am a Psychology major and a Social Work minor, passionate about child development and supporting the ASD community. I plan to pursue a master’s in Clinical Mental Health and earn the license, to empower diverse neurodivergent populations through research and hands-on practice.

Lily Budny/ I am a Psychology major and Humanities minor, who strives to find ways to advocate for those on the Autism spectrum no matter the age. I plan to achieve a Doctorate in Clinical Psychology working specifically with children with ASD and other disorders for early intervention and treatment to give them the most independent and successful future they can achieve.

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