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Authors:

Megan Ames
Associate Professor, Psychology, University of Victoria

Carly McMorris
Associate Professor of Education, University of Calgary

Excerpt:

With the prevalence of autism increasing in recent years, more autistic people are attending college and university. (There are different ways to identify in the autistic community, with some people prefering to call themselves “autistic” rather than “a person with autism;” we’re taking the former approach).

Recent data suggest one in 50 Canadian children and adolescents are diagnosed with autism.

Autistic students bring many strengths, such as creativity, focus and original thought to academic settings, but research shows they’re underrepresented on post-secondary campuses and face diverse barriers and challenges to success.

They also tend to have lower graduation rates than their non-autistic peers. This may be, in part, because autistic students face unique and systemic barriers in the academic setting, including a lack of access to autism-specific supports, sensory challenges and mental health difficulties.

In this analysis, we offer recommendations to best support autistic students on post-secondary campuses, based on our own and others’ research on autism in higher education, and with input from two autistic students.

Katherine (she/her) is a fourth-year undergraduate student completing her honours degree with research interests in autism, psychology and anthropology. Kai (any/all) is a recent graduate who completed their honours degree in psychology and who continues to engage in autism-related research, including as a co-author of our recent review of the research on autism in higher education.

Katherine and Kai were invited to collaborate on this article given their involvement in the lab of Megan Ames (the first author of this story) at the University of Victoria.

The lab pursues youth and community engaged research practices, including around autism in higher education. We interviewed each for approximately half hour with questions related to their experiences in post-secondary and their advice for new students. Both agreed to have their first names included here and have reviewed the article prior to publication.

cross-posted from: https://hexbear.net/post/6076376

A conservative mainland group whose lawsuit against Harvard University ended affirmative action in college admissions is now building support in Hawaiʻi to take on Kamehameha Schools’ policies that give preference to Native Hawaiian students.

Students for Fair Admissions, based in Virginia, recently launched the website KamehamehaNotFair.org. It says that the admission preference “is so strong that it is essentially impossible for a non-Native Hawaiian student to be admitted to Kamehameha.”

Kamehameha’s Board of Trustees and CEO Jack Wong said in a written statement that the school expected the policy would be challenged. The institution — a private school established through the estate of Princess Bernice Pauahi Bishop to educate Hawaiians — successfully defended its admission policy in a series of lawsuits in the early 2000s. The trustees and Wong promised to do so again.

“We are confident that our policy aligns with established law, and we will prevail,” the statement said.

The campaign also drew criticism from the Office of Hawaiian Affairs, established in the late 1970s for the betterment of Native Hawaiians. OHA’s Board of Trustees called it an “attack on the right of Native Hawaiians to care for our own, on our own terms.”

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