A scoping review of supports on college and university campuses for autistic post-secondary students

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Nelson, H., Switalsky, D., Ciesielski, J., Brown, H. M., Ryan, J. G., Stothers, M. E., Coombs, E. C., Crerear, A., Devlin, C., Bendevis, C., Ksiazek, T., Dwyer, P., Hack, C., Connolly, T., Nicholas, D., & Rezze, B. D. (2023). A scoping review of supports on college and university campuses for autistic post-secondary students. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1179865

Publication date: 31 Oct 2023 Added to AutiHub: 5 Jul 2026 Type: Article Article language: English
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Authors

Publication authors
16
Publication authors identified as autistic
4 / 16 (25.0%)
  1. Hilary Nelson
  2. Danielle Switalsky
  3. Jill Ciesielski
  4. Heather M. Brown *
  5. Jacalyn G. Ryan *
  6. Margot E. Stothers
  1. Emily C. Coombs *
  2. Alessandra Crerear
  3. Christina Devlin
  4. Chris Bendevis
  5. Tommias Ksiazek
  6. Patrick Dwyer *
  1. Chelsea Hack
  2. Tara Connolly
  3. David Nicholas
  4. Briano Di Rezze

Abstract

Given the demand to better address the principles of equity, diversity, inclusion, and accessibility in higher education, research into both barriers and promising practices to support autistic students on post-secondary campuses has advanced significantly in the last decade. The objective of this scoping review is to identify, map, and characterize literature that enumerates and describes supports for autistic post-secondary students. This scoping review was limited to peer-reviewed research published between January 2012 and May 2022, in these databases: Web of Science, PsycINFO, Medline, EMBASE, ERIC, Social Work Abstracts, Social Services Abstracts, and EMCARE. The review aligns to Joanna Briggs Institute methodology for scoping reviews and includes consultation with an expert panel made up of the Autistic Community Partners–four autistic individuals with postsecondary experience who acted as co-researchers. Literature on creating accessible campuses were mapped in three ways: (1) through the four domains of the PASS Taxonomy; (2) ten support categories characterizing types of supports, and (3) nine emergent themes, based on autistic experiences on support and campus navigation, were inductively and iteratively coded throughout process. This review summarizes both areas that have been researched and under-studied areas in the literature that act as contributors or challenges for autistic students on postsecondary campuses. It was also the first scoping review, to our knowledge, to integrate lived experience within the methods and results analysis to describe the current state of the evidence on post-secondary campuses. Mapping the literature in known and emerging categories indicated that broad categories of support are experienced variably by autistic students. Findings provide multiple avenues for future research.

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Bibliography inclusion overview

These indicators describe the cited bibliography imported for this publication. Cited-reference metrics use the cited-reference total as denominator. Cited-author metrics state whether they use all cited-author occurrences or only occurrences linked to authors already integrated in the AutiHub database. They use cached links between cited authors and authors integrated in the AutiHub database. Last computed: 16 Aug 2026 11:30.

Cited references
181
Total cited references integrated for this publication.
Cited references with an identified autistic author
16 / 181 (8.8%)
Cited author occurrences identified as autistic
21 / 648 (3.2%)
Among occurrences linked to AutiHub author records: 21 / 207 (10.1%). Distinct cited authors identified as autistic: 11 / 498 (2.2%).
Cited author occurrences linked to AutiHub author records
207 / 648 (31.9%)
Distinct linked cited authors: 119 / 498 (23.9%)
Linked cited-author occurrences not identified as autistic
186 / 207 (89.9%)
Among linked cited-author occurrences only. Across all cited-author occurrences: 186 / 648 (28.7%). Distinct linked cited authors not identified as autistic: 108 / 119 (90.8%).
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