A Survey Of College Faculty's, Staff's, And Administration's Knowledge Of Autism Spectrum Disorder

Abstract

The purpose of this study was to describe faculty’s, staff’s, and administrator’s knowledge of Autism Spectrum Disorder (ASD) and the support that is offered to students with ASD who attend an institute of higher education. Specifically, the study addressed what knowledge faculty, staff, and administrators have about ASD, what support is offered to students with ASD, what support faculty, staff, and administrators think is beneficial or not beneficial, and what support they believe should be offered. Additionally, the study aimed to determine if faculty, staff, and administrators are satisfied by the level of support they are able to offer and the supports their institutes of higher education offer. There were 451 faculty, staff, and administrators from institutes of higher education around the United States who began the survey and 384 completed the survey. The data were analyzed using descriptive statistics. The most commonly offered support by disability services was extended test time and a distraction free test area. Participants believed that some type of support, even if it was not individualized for ASD was better than not offering support. The support most recommended by faculty, staff, and administrators and not currently offered through disability services was a peer mentor and sensory friendly spaces. Participants were neither satisfied nor dissatisfied with the level of support they are able to offer. Despite suggesting alternate support options that the participants believed should be offered, the majority were satisfied with the academic, social, and health and wellness supports offered by their institute of higher education.