Autism in Higher Education: dissonance between educators’ perceived knowledge and reported teaching behaviour

ABSTRACT

This study explores the autism knowledge and awareness of educators in Higher Education (HE) as well as their attitudes towards accommodating autistic students within their teaching. Semi-structured interviews were used to allow for in-depth investigation of this topic. Thematic analysis uncovered a striking dissonance between educators’ positive attitudes towards accommodating autistic students and their actions in the classroom. A range of additional themes and subthemes interacted with the concept of dissonance. Even though participants self-described as having expert knowledge of autism, an attitude-behaviour gap was evident. Impact on inclusivity for autistic students is discussed, alongside recommended directions for future study and practice.

KEYWORDS:

• Autism
• Higher Education
• teachers
• inclusive education

Acknowledgements

The authors wish to extend their thanks to the participants who contributed their time and experience, Mandie Boyle for her assistance in the thematic analysis, and Dr Harrison, who allowed us to utilise the ASK-Q.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data that support the findings of this study are openly available through PsyArXiv at https://psyarxiv.com/.

Additional information

Notes on contributors

Rhoda von Below

Rhoda von Below is a first class graduate of the Master of Arts (Soc) programme at the University of Glasgow.

Elliott Spaeth

Dr Elliot Spaeth is a Lecturer within the Academic and Digital Development Service at the University of Glasgow.

Chiara Horlin

Dr Chiara Horlin is Lecturer within the School of Psychology and Neuroscience at the University of Glasgow.