Parity of Participation for Autistic Students: Mapping Provision across UK Higher Education Institutions

Autor/inn/en	Vincent, Jonathan; Rowe, Helen; Johnson, Jo
Titel	Parity of Participation for Autistic Students: Mapping Provision across UK Higher Education Institutions
Quelle	In: Research in Education, 112 (2022) 1, S.20-38 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vincent, Jonathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
DOI	10.1177/0034523720981123
Schlagwörter	Autism; Pervasive Developmental Disorders; Students with Disabilities; College Students; Foreign Countries; Student Needs; Geographic Regions; Social Justice; Equal Education; Access to Education; Web Sites; Transitional Programs; Employment; Peer Teaching; Mentors; Specialists; Tutoring; Social Support Groups; Self Advocacy; Daily Living Skills; United Kingdom + Suchen Sie Ihr Suchwort? Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Collegestudent; Ausland; Soziale Gerechtigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Web-Design; Dienstverhältnis; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Social support; Soziale Unterstützung; Selbstbehauptung; Alltagsfertigkeit; Großbritannien
Abstract	This paper systematically identifies, maps and evaluates specific types of provision for autistic students published on university websites at 120 institutions throughout the UK. Within these data we identify trends in relation to geographical region, university group, and the Teaching Excellence Framework rating. We employ Nancy Fraser's theory of social justice to unpack the reasons that underlie the differentials in provision across UK higher education institutions. Findings identify eight categories of provision tailored specifically for autistic students from 'supporting transition to university' to 'social groups' and suggest that there are institutions across the UK with evidence of more developed provision. Our data show, however, that resources and provision are not distributed equitably, raising implications for autistic students' parity of participation in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01