Degree

Doctor of Education (EdD)

Department

Educational Foundations and Leadership

Document Type

Dissertation

Abstract

Higher education institutions should establish two essential measures to support students with autism spectrum disorder (ASD): they need to implement standardized training for all personnel working on campus and create opportunities for hands-on experience through peer programs and collaborative educational events. The pursuit of equity in education demands nothing less. This study investigates the extent to which university faculty, staff, and counselors are aware of the challenges faced by autistic students, how knowledgeable they are about resources available to aid them, and the degree of their training, support, and collaboration in addressing students’ needs. By answering these research questions, the study explores the awareness, knowledge, and training and collaboration of faculty, staff, and counselors in understanding and supporting the challenges faced by college students with autism. Students with autism in higher education often experience unique difficulties related to social interactions, sensory processing, concentration, and psychological well-being. Mental health issues have been a concern not only for students with autism but for students without disabilities as well (Liotine & Magee, 2020). Academic challenges, social isolation, anxiety, and despair are some crises that may arise from these concerns. To effectively support students with autism, institutions must create inclusive policies, implement appropriate accommodation, and foster a welcoming campus environment. Raising awareness about neurodiversity, offering individualized support plans, providing peer mentoring programs, and ensuring access to mental health resources can significantly enhance both academic success and emotional well-being. By examining faculty, staff, and counselors for awareness, knowledge, training, and collaboration, this study aims to fill a critical gap in understanding how higher education professionals are prepared to meet the complex needs of students with autism. The findings are expected to inform the development of more effective training programs, guide resource allocation, and encourage collaborative approaches that promote inclusivity and equity in higher education. Enhancing institutional awareness and support structures will contribute to improved academic outcomes, higher retention rates, and the overall well-being of college students with autism.

Date

13-1-2026

Committee Chair

Robert O. Slater

DOI

https://proquest.com/docview/3292466482

First Committee Member

Mitzi Trahan

Second Committee Member

Mary Farmer-Kaiser

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