Transition to higher education for students with autism: A systematic literature review.
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This data is not homogenous to HE students, includes data from vocational education, parents, is limited to autistic students, and does not evaluate macro or chrono-systems.
“Moreover, this data is not homogenous to HE students, includes data from vocational education, parents, is limited to autistic students, and does not evaluate macro or chrono-systems.”
From Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education: an ecological systems theory perspective (2025) · cites this paper as Nuske et al., 2019
This research supports EST as a useful framework for describing and classifying NDHE student experiences to illuminate concrete ways in which systems impact accessibility/inclusion.
“Extending the research of Nuske and colleagues (2019), this research supports EST as a useful framework for describing and classifying NDHE student experiences to illuminate concrete ways in which systems impact accessibility/inclusion.”
From Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education: an ecological systems theory perspective (2025) · cites this paper as Nuske et al., 2019
The articulation of these macro- and chrono-system level influences deepen HE EST research which currently ignores these important systems.
“The articulation of these macro-and chrono-system level influences deepen HE EST research (Nuske et al., 2019) which currently ignores these important systems.”
From Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education: an ecological systems theory perspective (2025) · cites this paper as Nuske et al., 2019
Through validating the robust framework of EST in this context and addressing the shortcomings of Nuske and colleagues (2019), we extend the academic understanding of HE experiences for a marginalised, and often neglected but important student segment, advancing accessibility and inclusion in education research.
“Through validating the robust framework of EST in this context and addressing the shortcomings of Nuske and colleagues (2019), we extend the academic understanding of HE experiences for a marginalised, and often neglected but important student segment, advancing accessibility and inclusion in education research.”
From Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education: an ecological systems theory perspective (2025) · cites this paper as Nuske et al., 2019
A lack of formal transition planning often left students feeling unprepared to enter HE.
“In contrast, a lack of formal transition planning often left students feeling unprepared to enter HE (Nuske et al., 2019).”
From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as Nuske et al., 2019
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Aeberhard, R., Sy, M., & Kramer-Roy, D. (2024) · Cadernos Brasileiros de Terapia Ocupacional · doi:10.1590/2526-8910.ctoao278136222
Proposal for an Autism Mentors' Network in Scottish Higher Education
Gaine, L. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-4445-4.ch010
Graduates stories of the university living experiences with and without an autism diagnosis
der Mel, L. V., & Moriña, A. (2025) · International Journal of Developmental Disabilities · doi:10.1080/20473869.2025.2555957
Zainal, M. S. (2025) · Multidisciplinary Science Journal · doi:10.31893/multiscience.2026205
Weir, E. M., White, S. R., Matthews, F. E., Procyshyn, T. L., Allison, C. L., & Baron‐Cohen, S. (2025) · Research Square · doi:10.21203/rs.3.rs-7905433/v1
The Role of Family in Autistic Students’ Higher Education Journeys: A Scoping Review
Lim, E., Kapp, S. K., López, B., & Gürbüz, E. (2026) · Review Journal of Autism and Developmental Disorders · doi:10.1007/s40489-026-00539-z
Strnadová, I., Danker, J., Willow, S. A., Dowse, L., Lowe, K., Tso, M., & Xavier, A. L. R. (2026) · Springer eBooks · doi:10.1007/978-3-032-11145-6_9
Phuong, L. T. T. M. T. T., Dew, A., & Goldingay, S. (2026) · Journal of Research in Special Educational Needs · doi:10.1111/1471-3802.70137
Centring reflexivity through the polyphonic life histories of autistic university graduates
der Mel, L. V., & Vincent, J. (2026) · Research in education (Manchester) · doi:10.1177/00345237261475832
Stil, S., McLucas, A. S., Bruen, J. E., Mitchell, J. J., Ping, K., Martino, D. C., Kim, S., Jeon, M., Branscome, C., Scarpa, A., et al. (2026) · Journal of Special Education Technology · doi:10.1177/01626434261489151
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Supporting Inclusive Education
Lynch, S., & LEBENHAGEN, C. J. (2026) · Wiley eBooks · doi:10.1002/9781394489886.ch38
- Authors
- Nuske, A., Rillotta, F., Bellon, M., & Richdale, A.
- Affiliations
- Flinders University (AU)
- La Trobe University (AU)
- Venue
- Journal of Diversity in Higher Education
- Published
- 2019-09
- Volume
- 12
- Issue
- 3
- Pages
- 280-295
- ISSN
- 1938-8926 (ISSN-L)
- 1938-8934
- OpenAlex
- W2915717751
- Cited by
- 82
- References
- 44
- Citations by year
- 2026: 13 · 2025: 10 · 2024: 15 · 2023: 17 · 2022: 16 · 2021: 5 · 2020: 5 · 2019: 1
- FWCI
- 1.69
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Diversity in Higher Education (publishedVersion)
- Topics
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Education › Higher Education Research Studies
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Keywords
- autism spectrum disorder, transition to higher education, students with autism, higher education access, student support services
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