Disability Specific Adjustments: Autism

Autism is a lifelong neurological difference that shapes how a person experiences and interacts with the world. Autistic people¹ have distinct communication styles and social approaches that reflect their neurological wiring. Many autistic people have focused interests and preferred routines that support their wellbeing and can become areas of deep expertise. Autistic people often experience sensory information differently, which can include heightened awareness or sensitivity to environmental factors. Executive functioning differences, such as unique approaches to planning, problem-solving, organisation, and time management are common amongst autistic people.

Autistic students bring valuable perspectives and strengths to tertiary education, including attention to detail, systematic thinking, creativity, and deep subject knowledge in their areas of interest. While autistic students may face some challenges navigating the social and sensory aspects of campus life due to poor accessibility and a lack of institutional neurodiversity confidence, with appropriate support and understanding, they thrive across all academic disciplines. Although autistic students have historically been well-represented in STEM fields, they also pursue and excel in the full range of tertiary programs, from arts and humanities to business and health sciences.

Experiences of autism

Autistic students bring valuable perspectives to tertiary education. While each autistic student is unique, many share particular strengths and may benefit from specific supports.

Some common traits and strengths that autistic students may demonstrate include:

Advanced ability to acquire and retain detailed factual information
Development of deep expertise in areas of interest
Advanced vocabulary and knowledge in their specialist fields
Strong attention to detail and systematic approaches to tasks
Original and creative thinking patterns that offer fresh perspectives
Strengths in pattern recognition and systems-level thinking
Visual learning strengths and spatial reasoning abilities
Honest, direct communication style
Strong sense of justice and ethical reasoning
Ability to focus intensely on tasks of interest
Consistent work patterns and dedication to quality

Like all people, autistic students also benefit from support in educational environments. In educational environments which have not been designed with autistic people in mind, barriers may emerge from physical and digital environments, social expectations, communication, and learning and teaching methods. Below is a list of common areas that autistic students may benefit from supports and adjustments in to ensure that they can succeed in their learning in a way that leverage their strengths and ensures accessibility, safety, and comfort.

Communication and social interaction: Autistic students may communicate differently and benefit from clear, direct communication. They may need support understanding unwritten social rules in academic settings, or benefit from more detailed assessment or classroom instructions.
Sensory environment: Many autistic students have heightened or reduced sensitivity to sensory input (sound, light, texture, smell) and benefit from sensory-friendly environments or accommodations. This may include adjusting the physical learning environment to reduce or remove sensory triggers, or allowing students to access fidget tools or self-regulatory activities to support their wellbeing in inaccessible environments.
Executive functioning: Some autistic students benefit from support with organisation, time management, and task prioritisation through structured approaches and clear frameworks.
Transitions and change: Autistic students often thrive with predictable routines and may need additional support or processing time when facing changes to schedules or expectations.
Processing time: Some autistic students benefit from additional time to process information, particularly in social situations or when managing multiple tasks.
Anxiety management: The demands of navigating neurotypical environments can be stressful, and autistic students may benefit from stress-reduction strategies and mental health support where attempts to remove neurotypical expectations or inaccessible environmental factors have not been successful.

Understanding these differences allows educators to create inclusive learning environments where autistic students can demonstrate their capabilities and achieve their academic goals.

It is also important to consider that many autistic students may also experience other influences on their neurotype, including ADHD. Research consistently demonstrates that between 50% and 70% of autistic people also present with ADHD traits (across all subtypes)². Therefore, when considering supports and adjustments for autistic students, it may be beneficial to consider supports which incorporate an understanding of both autism and ADHD.

Disability practitioner strategies

Each autistic student brings unique strengths, preferences, and support needs to their educational journey. When working with autistic students, it's essential to adopt a collaborative, student-led approach that builds on their existing strategies and expertise about their own needs.

Establishing a strong working relationship with an autistic student requires:

Taking time to understand the student's individual strengths, goals, and preferred communication styles.
Recognising that autistic students are experts on their own experiences and needs.
Creating a comfortable, non-judgmental environment where students feel safe to share their perspectives.
Understanding that it may take time for students to identify what works best in their new learning environment.
Acknowledging that for some students with recent diagnoses, developing new strategies may be an ongoing collaborative process.
Reflecting on your own practice as a disability practitioner and ensuring that your communication and behaviour supports a strengths-based, neuro-affirming approach to support provision.
Balancing an understanding of autistic experiences with ensuring that no assumptions or stereotypes are being applied in discussions relating to supports.

For autistic students who have established support strategies from previous educational or workplace settings, work together to adapt these approaches to the tertiary environment. For students exploring new support options, adopt a flexible, trial-and-refinement approach that honours the student's autonomy and self-determination.

Based on individual student needs and preferences, disability practitioners may facilitate a range of supports across academic contexts, environmental and communication considerations, and study skills and/or transition supports.

Remember that adjustments are not a replacement for inclusive and accessible learning design. Implementing Universal Design for Learning (UDL) principles to create more inclusive and accessible learning environments by default is also central to ensuring that students with disability can fully realise their right to inclusive education.

Academic access supports

Access to peer note takers or professional note taking services to support information capture during lectures and tutorials
Provision of lecture recordings or transcription services to enable review and processing of content at the student's own pace
Access to study and/or office spaces with appropriate sensory environments, including quiet zones, reduced lighting, or spaces away from high-traffic areas; avoid hot-desking arrangements
Speech recognition software or other assistive technologies for written work to support students who may have difficulties with typing or handwriting
Alternative examination arrangements (such as separate rooms, extended time, or alternative formats) or assistive technology access during assessments
Tutorial arrangements that support the student's learning preferences, such as smaller groups, consistent tutors, advance notice of discussion topics, or opportunities to provide written contributions (e.g. in a poll, forum, or by email) rather than verbal input
For research/HDR students: flexible supervision arrangements, written communication options with supervisors, structured milestone planning, and consideration of thesis format alternatives (e.g., thesis by publication)

Environmental and communication supports

Sensory environment modifications to reduce overwhelming stimuli in learning spaces (considering auditory, visual, olfactory, tactile, temperature, and social factors), e.g. relocating classes from rooms with fluorescent lights online without ventilation
Clear communication protocols with academic staff about the student's preferred communication methods and response timeframes
Detailed, written information about course structures, expectations, assessment criteria, and requirements provided in advance
Support for the student to have a support person present during meetings, presentations, or fieldwork when needed
Extended time for processing information and task completion, particularly for complex or multi-step assignments
For research/HDR students: advance notice of conference presentations, structured research planning tools, flexible candidature and scholarship timelines where appropriate, flexible attendance and flexible/hybrid/remote supervisory meeting arrangements, provision of clear and final versions of all milestone documentation and program requirements/instructions

Study skills and transition supports

Case management services focused on developing study engagement strategies and self-advocacy skills
Collaborative development of personalised planning and time management systems that work with the student's processing and thinking styles
Peer connection programs that support campus navigation, academic skill development, and social connections with other autistic and neurodivergent students
Transition planning that builds on the student's existing strengths, interests, and successful executive functioning strategies
For research/HDR students: research skill development workshops, writing retreats with sensory considerations, structured peer support networks within research communities

The most effective support approaches centre the autistic student's voice, build on their strengths, and create accessible learning environments that enable all students to thrive.