'How does universal design for learning help me to learn?': students with autism spectrum disorder voices in higher education

• Published in: Studies in higher education (Dorchester-on-Thames) 2024-06, Vol.49 (6), p.899-912
• Main Authors: Barrera Ciurana, Mercé, Moliner García, Odet
• Format: Article
• Language: English
• Subjects: Autism; Autism Spectrum Disorders; College students; Colleges & universities; enablers; Higher education; Instructional design; Learning; Speech; Students; Students with Disabilities; Teachers; Teaching; Teaching Methods; teaching practice; Testimony; Transformation; Universal design; Universal design for learning
• ISSN: 0307-5079; 1470-174X
• DOI: 10.1080/03075079.2023.2259932

The number of students with autism spectrum disorder in university is progressively increasing, which implies great challenges for higher education. Existing literature indicates that students with Autism Spectrum Disorder face many barriers to their participation and learning, some of which are attributed to teaching practices. Thus, this keeps us still on the road towards achieving genuinely inclusive institutions. With the purpose of promoting more inclusive practices according to students' preferences, this article aims to analyse the learning enablers for students with autism, which are related to inclusive teaching practices based on the Universal Design for Learning (UDL). A qualitative approach was selected, which allowed to gather the testimonies of seven university students with this disorder through semi-structured interviews conducted at a university in Spain. These students reported several enablers that supported their learning at university. Many of them indicated highlighting key concepts or receiving the information progressively. The majority described feeling more engaged when teachers considered their opinions and valued their efforts, among other facilitators. The study concludes with valuable recommendations, based on students' testimonies, for teachers to incorporate into their teaching practices. The perspectives of students with ASD have highlighted the significance of their voices. However, there is still a need to develop a shared speech that directly impacts the transformation of practices. The UDL approach could benefit students with ASD and others. Therefore, investigating how to introduce these practices into teacher training programs in higher education should be a priority for future research.