Autism Spectrum in the College Classroom: Strategies for Instructors
Abstract
Autism spectrum disorder (ASD) refers to several conditions that share the feature of persistent social impairment. The rate of ASD diagnosis has climbed to one in 88 (CDC, 2012), and increasing numbers of individuals with ASD attend college. College students with ASD may share academic challenges related to critical thinking, executive functioning, and classroom anxiety. These challenges can manifest in the classroom, and there are a number of simple strategies for instructors that directly address characteristics of ASD. These strategies are not just good for students on the spectrum, but they can benefit other learners as well.
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Barriers for Autistic students in HE include navigating social interactions, differences with executive functioning, socialisation, asking questions, delivering presentations, and understanding abstract concepts.
“Barriers for Autistic students in HE include navigating social interactions, differences with executive functioning, socialisation, asking questions, delivering presentations, and understanding abstract concepts (Knott and Taylor, 2014;Shmulsky and Gobbo, 2013).”
From Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education: an ecological systems theory perspective (2025) · cites this paper as Shmulsky and Gobbo, 2013
Cites
Anxiety Disorders in Children and Adolescents with Autistic Spectrum Disorders: A Meta-Analysis
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Anxiety in children and adolescents with autism spectrum disorders
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Spontaneous Theory of Mind and Its Absence in Autism Spectrum Disorders
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Anderson, A. H., Stephenson, J., & Carter, M. (2017) · Research in Autism Spectrum Disorders · doi:10.1016/j.rasd.2017.04.002 · Cited by 196 · see citing works
Butcher, L., & Lane, S. (2025) · Higher Education · doi:10.1007/s10734-024-01319-6 · Cited by 54 · see citing works
“Barriers for Autistic students in HE include navigating social interactions, differences with executive functioning, socialisation, asking questions, delivering presentations, and understanding abstract concepts (Knott and Taylor, 2014; Shmulsky and Gobbo, 2013).”
- Authors
- Shmulsky, S., & Gobbo, K.
- Affiliations
- Landmark College (US)
- Corresponding author
- Shmulsky, Solvegi
- ORCID
- Gobbo, Ken
- Venue
- Community College Journal of Research and Practice
- Publisher
- Informa UK Limited
- Published
- 2013-04-08
- Volume
- 37
- Issue
- 6
- Pages
- 490-495
- ISSN
- 1066-8926 (ISSN-L)
- 1521-0413
- OpenAlex
- W2042299162
- Cited by
- 53
- References
- 5
- Citations by year
- 2025: 1 · 2024: 4 · 2023: 4 · 2022: 2 · 2021: 21 · 2020: 5 · 2019: 3 · 2018: 3 · 2017: 4 · 2016: 2 · 2015: 1 · 2014: 3
- FWCI
- 1.09
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Community College Journal of Research and Practice (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- autism spectrum disorder, inclusive teaching strategies, instructor strategies, social dysfunction, executive function, classroom anxiety, academic difficulties, higher education
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