Supporting York University Students on the Autism Spectrum within an Online Learning Environment
By Raymond Peart
In support of strengthening the transition to an online learning environment for students on the autism spectrum, York Faculty will continue to play a critical role more than ever in improving students’ opportunities to succeed.
Alf Lizzio has stressed the making and sustaining connections is paramount to student success within a university learning environment (York University, 2014). However, by nature of their diagnosis, students on the autism spectrum experience the challenge of making friends and other connections as an everyday occurrence in tandem with the lived reality and social messaging that their autism makes them “different.” These factors, combined with other impairments in executive functioning, proclivity for rigid routines and challenges with decoding abstract information, show a university can sometimes be a challenging experience (Gurbuz, Hanley & Riby, 2019).
However, despite the evidence-based research that suggests that there are more strengths present than deficits when talking about autism and schooling, environmental barriers within traditional university brick and mortar systems often pose problems for students on the autism spectrum (Stoddart et al., 2013; Urbanowicz et al., 2019).
With the shift toward online learning, York University has excelled within attempting to develop a transparent model for learning and instruction within an online setting. Nevertheless, despite these preparations and the perception that online can improve equity by addressing the stress and fear of interacting with new peers, or fear of not being liked because of one’s appearance, the reality is that students on the autism spectrum may be more disadvantaged than ever. Increased isolation, lack of familiar routine, diminished native in-person support and increased expectation of autonomous learning present opportunities and challenges.
In July 2020, Student Accessibility Services launched a new webinar series called Connect for Success to support students transitioning to online learning in the summer and into the Fall. Also, working closely with students on the autism spectrum back to school in the Fall, we are working with parents, family supports and other documents to ensure students with ASD and all of our registered students have as smooth a transition to the Fall possible.
In aiding such a transition, one of the most significant needs is from faculty. Faculty remain the first line of contact for students who rely on them for accurate knowledge and sound instruction with the hope that they will grow into contributing and successful citizens. In commending the contributions of faculty to supporting our registered students over the years, Student Accessibility Services recognizes the critical role that professors, course directors and TAs play in brokering in student success.
We have attached a Tips for Online Learning and Teaching for both students and faculty with the hope that it will help to broker in a new and unique collaboration between faculty, students and their supports.
For more information on how to support students on the autism spectrum, please contact:
- Raymond Peart | ASD Coordinator | rpeart@yorku.ca
- Student Accessibility Services | sasinfo@yorku.ca (for all registered students)
Tips for Online Learning – Students
Tips for Online Learning for Faculty & Students
References
Gurbuz, E., Hanley, M., & Riby, D. M. (2019). University Students with Autism: The Social and Academic Experiences of University in the UK. Journal of Autism and Developmental Disorders, 49(2), 617-631. doi:10.1007/s10803-018-3741-4
Urbanowicz, A., Nicolaidis, C., Houting, J. D., Shore, S. M., Gaudion, K., Girdler, S., & Savarese, R. J. (2019). An Expert Discussion on Strengths-Based Approaches in Autism. Autism in Adulthood, 1(2), 82-89. doi:10.1089/aut.2019.29002.aju
York University (2014). Quick Links Menus. (n.d.). Retrieved August 18, 2020, from https://scld.yorku.ca/our-first-year-commitment/
About the Author
Raymond Peart currently works at York University in Student Accessibility Services as the program coordinator for the Strengthening Transitions program for students on the Autism Spectrum. In addition to evaluating the program, Raymond works as the senior academic skills coach for students on the spectrum, while working with faculty, families, and other service providers to successfully adapt to university. Raymond is currently a Ph.D. Candidate in the Faculty of Education at York University. Raymond is a strong advocate for all marginalized and vulnerable groups, prioritizing how intersectionality structures outcomes.