“Listening with Your Heart”: Autism Support Program Faculty Experiences in Teaching Autistic College Students

Authors

Abstract

Background: As more autistic college students enroll in higher education, the need for capable faculty to support their learning experiences rises. Although well intentioned, many educators are not always the most adept in supporting their autistic learners. This descriptive phenomenological reflective lifeworld research seeks to understand the essence of autism-specific college support program faculty experiences in teaching autistic college students. Methods: This study entailed conducting interviews with four full-time faculty, two staff who teach part-time, and eight other administrators or staff at a community college boasting an autism-specific college support program. Additionally, the author drew on observing a classroom session, program information session, and the campus via a tour, as well as course syllabi, to provide a fuller picture. Dahlberg and colleagues' data analysis methods provided a mechanism for interpreting the information. Results: Four themes helped describe the essence of faculty experiences in teaching their autistic learners: unfamiliarity, flexibility, disruption, and optimism. Whereas faculty may, at first, lack familiarity with autism, they draw on that desire for further knowledge to directly learn from their students, creating opportunities for trust building. They also welcome feedback from students and fellow staff alike to engage in flexible teaching techniques. Adaptability and willingness to learn help them navigate difficult course experiences. These experiences ultimately enhance faculty members' confidence to teach autistic learners and translate inclusive teaching measures to their courses writ large. Conclusion: This study unveils the many aspects of faculty members' experiences in interacting with autistic students, particularly within the unique landscape of a college with an autism-specific college support program that highlights neurodiversity. Importantly, this study contributes new knowledge about how faculty draw on their resources, knowledge, and past teaching experiences to shape their iterative approaches to working with autistic students. Community Brief: Study findings will give perspective into how faculty members can more inclusively serve autistic learners, ultimately benefitting the academic experiences of future generations of autistic students entering college.

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