Life at university with Asperger syndrome: a comparison of student and staff perspectives
Abstract
Although increasing numbers of students with disabilities are accessing higher education, there is relatively little information about the needs of students with Asperger syndrome (AS). Crucially, students themselves have rarely been included in research examining their needs or the supports they might find helpful. Three focus groups, one with students with AS and two with staff were conducted to explore the challenges, barriers and supports to students' successful progress through one university in the UK. Thematic analysis revealed some key differences between staff and student perspectives, particularly with regard to impact of sensory sensitivities and daily life difficulties on academic progress. Students and staff also held differing views about what is helpful, relating to disclosure of diagnosis and the value of formal social supports. The study highlights the importance of developing services beyond traditional academic supports that students with AS themselves feel are valuable.
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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 Knott and Taylor, 2014
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University students with autism: the social and academic experiences of university in the UK
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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 (Knott and Taylor, 2014; Shmulsky and Gobbo, 2013).”
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- Authors
- Knott, F., & Taylor, A.
- Affiliations
- University of Reading (GB)
- Corresponding author
- Knott, Fiona
- ORCID
- Knott, Fiona
- Venue
- International Journal of Inclusive Education
- Publisher
- Informa UK Limited
- Published
- 2013-03-25
- Volume
- 18
- Issue
- 4
- Pages
- 411-426
- ISSN
- 1360-3116 (ISSN-L)
- 1464-5173
- OpenAlex
- W1972452818
- Cited by
- 118
- References
- 5
- Citations by year
- 2026: 3 · 2025: 9 · 2024: 23 · 2023: 11 · 2022: 16 · 2021: 2 · 2020: 16 · 2019: 7 · 2018: 13 · 2017: 9 · 2016: 6 · 2015: 2 · 2014: 1
- FWCI
- 7.93
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Inclusive Education (publishedVersion)
- Topics
- Social Sciences › Safety Research › Disability Education and Employment
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Sociology and Political Science › Inclusion and Disability in Education and Sport
- Keywords
- Asperger syndrome, university students, student perceptions, staff perspectives, sensory sensitivity, academic progress, diagnosis disclosure, social support, disability services
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