Part 2: Navigating University Systems

📃 Section Overview

In this section, you will find information about:

1. Putting supports in place, including disability supports, reasonable adjustments, and how to get support if you don’t have a formal diagnosis
2. How to prepare for starting university
3. What to expect from university classes and learning
4. How assessment works at university
5. Co-curricular opportunities during university
6. How to get help when you need it

University systems can feel overwhelming at first – there are new processes, unwritten rules, and lots of moving parts. The good news is that once you understand how things work, you can make the system work for you. This section will walk you through the key stages of university life and help you develop strategies that play to your strengths.

Putting supports in place: disability support services and your rights

Under Australian law, universities must provide reasonable adjustments and disability support services to support your learning. Universities need to:

• Ensure that you can participate in your learning and assessment without discrimination
• Provide reasonable adjustments to support your learning
• Ensure privacy and confidentiality regarding your disability
• Ensure freedom from harassment and discrimination
• Provide access to complaint processes if your rights are violated

You don't have to use these services, but understanding your options can be helpful. Even if you’re unsure about your needs or whether you’ll use the service, it’s best to contact them early in your university journey. This keeps your options open and means that if you do need support, you can access it quickly.

Reasonable adjustments

One of the key ways that universities can support you as an autistic student is by providing ‘reasonable adjustments’. These are tools, options, supports, and information that will help you participate in your learning in ways that work for you. Adjustments are designed to remove barriers that could otherwise disadvantage students or create an uneven playing field.

The ‘reasonable’ in ‘reasonable adjustments means that your adjustments cannot fundamentally alter any academic requirements, don't cause undue hardship to the university, and need to be directly related to your disability and learning needs.

Remember: asking for support isn't a sign of weakness – it's about creating equal access to education. As research shows, students who access appropriate support are much more likely to succeed at university.

Accessing disability support services

If you decide that you’d like some support with your study, you will need to register with the disability support service. You can find this service by googling ‘[your university name] disability support service’, asking a lecturer or tutor, going to the student services hub, or asking another student.

The process

1. You will submit a request, usually by online form or email, to register with the service.
2. You'll typically need some form of documentation about your disability to register: this might include a letter or report about your autism or any other disability, impairment, mental illness, health condition, or injury you might have. This might relate to being autistic, as well as other experiences you have which influence the way you learn and participate.
3. You can prepare for your meeting by thinking about what you might need to best support you in your studies (see Resource 2 to help your planning).
4. You'll meet with a disability advisor to discuss your specific needs: you can usually choose to meet online or in person.
5. They'll create a Learning Access Plan (LAP) or similar document - many universities have a different name for this.
6. At some universities, this plan gets shared with relevant staff, with your permission, so that your adjustments can be implemented. At other universities, you will be responsible for sharing this plan with the staff members who need to know about your adjustments. Check with the disability service which option will apply to you.
7. You will usually have your plan reviewed at least once per year, and you can request a review or update if you’d like changes to your adjustments, don’t think they are working, or if your situation changes.

If you do not have a formal diagnosis from a medical practitioner

Many universities will not offer adjustments such as assessment extensions, exam or assessment modifications, physical equipment, or assistive technology if you do not have a formal diagnosis from a medical practitioner. However, there are still many ways you can engage with supports and tools:

• Look out for peer networks and mentoring programs for neurodivergent students and students with disability. These rarely require disclosure or diagnosis, especially when they are run by students.
• Investigate free technologies and resources like the student version of Notion (a note-taking software), browser-based captioning, and other applets or extensions that can improve your digital learning experience.
• Practice your self-advocacy skills to ask lecturers and tutors for informal adjustments, like clarification on assessment rubrics or feedback on drafts.
• Explore ‘Part 3: Practical Strategies for Thriving’ to learn about the tools and techniques that you can experiment with to support your own learning.

Getting ready: Setting yourself up for success

Your university journey starts before semester does! Have a look at the sections below which summarise the key areas to focus your preparation on before you begin your studies.

Definitions and key terms

There are a lot of new terms and words you will encounter at university. Understanding these and knowing the difference between them will help you navigate your studies more easily.

Administrative tasks and enrolment

Once you have accepted your offer to study, there will be a series of tasks that you need to complete in preparation for commencing at university. It’s important to think about how you will approach these before semester commences to avoid becoming overwhelmed, and get support early.

Some of the key tasks to look out for include:

• Acceptance of your offer: After you get your offer to study at university, you will need to accept the offer to tell your university that you will be attending. You will receive instructions about how to do this, usually by email, including who you can contact if you need help.
• Enrolment: Once you have accepted your offer, you will need to enrol in the courses you are going to study. This will usually be done online through a student administration website, and you will receive instructions and reminders about this. All universities and programs are different, but most programs will have a webpage outlining which courses or units you will need to do each semester, or a list of units you can pick from if there are electives in your program.
• Getting access to student systems: Before you start your studies, you will need to gain access to systems like the student administration portal, your student email account, the university timetable, and the online learning management system (LMS). Keep an eye on your emails and make sure you complete each task as it becomes available: you will receive instructions about how to do this, including who you can contact if you need help.
• Getting your student card: Your student card will be your identity (ID) card at university. You will use it to access buildings, borrow from the library, print, can access student discounts. You may need to visit a physical location to arrange this, or you might be able to order it online: you will receive instructions about this before you start at university.
• Tip: Print out or file the emails you get from your university: this is so you can save them and refer back to them if you need information.

Orientation

Most universities will have an orientation week or day at the start of the teaching period before classes begin. There will be events, information sessions, and social activities to help you prepare for university. Orientation may feel busy, but it’s a great way to get familiar with the campus, learn important information about university life, and meet new people.

Here are some tips for making orientation work for you:

• Attend information sessions that are directly relevant to your course
• Bring a support person if that helps you feel more comfortable
• Take notes or photos of important information
• Don't feel you need to attend every (or even any!) social event – choose what feels manageable, relevant, or interesting for you

There is more information in the next section, “Starting classes: Understanding the university learning environment”, about preparing for your classes specifically.

Familiarising yourself with campus

Before classes begin, spending time getting to know your campus can reduce anxiety and help you feel more confident. This preparation plays to common autistic strengths like planning and attention to detail.

Physical navigation

• Download the campus map from your university's website – you can also look at StudentVIP’s ‘Lost on Campus’ app, which is often more detailed than what a university will provide and can include images and descriptions of the buildings and rooms on campus
• Visit during quieter times (like school holidays) if possible
• Take photos of key locations to help with visual memory
• Find at least two routes between important places in case of disruptions
• Locate essential facilities: toilets, food outlets, quiet study spaces, disability services

Finding your sanctuary spaces

Many autistic students benefit from having quiet, low-sensory spaces. Look for:

• Less crowded areas of the library
• Outdoor spaces with minimal foot traffic
• Disability support areas (many universities have specific quiet spaces)
• Student lounges that are typically less busy

Understanding transport and timing

Think ahead about how you are going to get to university. Will you take public transport, drive, or have someone else drive you?

Here are some tips for planning your transport:

• Use Google Maps or a public transport app to save your journey so you can find it easily when you need to
• Practice your journey to campus at different times
• Allow extra time for unexpected delays or route changes
• Consider alternatives like cycling or walking if public transport feels overwhelming
• If you’re driving, look at parking options and space: parking is often expensive and hard to find on campus, and you might need a permit before you arrive. These can usually be found by googling "[campus name] parking permit". Some permits are only valid in some areas or parking buildings on campus, so check carefully before you purchase your permit.

Starting classes: Understanding university learning environments

University learning is different from high school. The way that you learn and complete assessment might be different to how you have done this at school. This section explains the different learning environments you might experience and the types of assessment you may be asked complete.

Readings and preparation

In many programs, you will be expected to have read or reviewed learning content before you attend a lecture, class, or lab session. This content might be:

• Readings from a physical textbook
• An online resource
• An academic journal paper
• Watching a prerecorded lecture or video
• A quiz or activity, or a post on an online forum

Context can be compulsory, prescribed, or required, meaning you must read or complete it; it also might be optional, meaning you might find it helpful for your learning but it is not mandatory.

This information will be available through the Learning Management System (LMS) that your university uses. The LMS, sometimes called Wattle, Blackboard, Canvas, or Cloud, is where you will find all of the information about your learning and assessment. This includes what you will learn throughout the semester and when, and the activities you will do. Make sure you check this site regularly!

While most of this content will be provided to you as an online link, you may occasionally need to purchase a physical textbook or access something from the library. If you need a physical textbook, you can often purchase these for a significantly reduced price second-hand – have a look online and ask other students to find out the best way to access physical resources.

Lectures: Large group learning

Tutorials and seminars: Small group learning

Laboratory and practical classes

Online and blended learning

Many universities now offer flexible learning options that can work well for autistic students.

Approaching assessment: Demonstrating your knowledge

Assessment at university includes various formats, each with different demands and opportunities. Different programs will use different types of assessment. If you have a learning access plan or adjustments, some of these assessment features might be altered for you to make them more accessible, e.g. taking an exam in a smaller quieter room.

When you get information about your assessments, it should include instructions on how to complete the assessment, and a marking guide that will tell you what your marker is going to be looking for so you can optimise your performance.

Understanding different assessment types

Strategies for academic success

Playing to your strengths

• If you have strong attention to detail, use this for research and referencing
• If you prefer systematic approaches, create templates and checklists
• If you have deep interests, look for ways to connect assignments to your passions
• If you think logically, focus on clear argument structure

Getting help

You aren’t expected to be able to complete all your university assignments perfectly without any help. Check out the section below called ‘Support systems: getting help when you need it’ for information about how you can find supports for completing your assessment.

Importantly, if there are parts of your assessment that just aren’t working for you, you might be able to get an adjustment: see ‘putting supports in place’ for more information about accessing disability supports.

You may also be able to ask for examples of past students' work to see how they structured their assignment.

Co-curricular activities: Beyond the classroom

University life extends beyond formal classes, and these activities can enrich your experience and help you find your community. Structured activities are also a great way to meet people with shared interests who may become new friends.

Student clubs and societies

Most universities have lots of clubs and societies which will run activities and events for members. You can find these clubs and societies by Googling ‘[your university name] clubs and societies]’.

Work and volunteering

While you study, you might need to work to earn money to support yourself. You might also choose to work or volunteer to develop new stills. Here are some tips for balancing study with work:

• Consider your energy levels and processing needs when planning work hours
• Start small and build up your involvement gradually
• Look for positions and opportunities that use your strengths and are aligned with your interests or career goals
• Communicate with employers about any adjustments you might need
• Let your boss know that you are a student and may be less available during busier study periods, and that your availability might change each time you start a new unit
• Remember that some students need to work fewer hours to maintain their academic performance

• Use volunteering to practice professional communication and teamwork skills

If you receive an income support payment, such as a Centrelink payment, check if there are any limits on the number of hours you can work before your payment is reduced or removed.

Support systems: Getting help when you need it

It is ok to ask for help when you need it. Transitioning to university can be challenging for all students, autistic and non-autistic. You can get help from your university: most universities offer academic support, as well as personal and wellbeing support.

Academic support

Personal and wellbeing support

Self-advocacy

Self-advocacy means speaking up about what you need, and how you think something could be better. Self-advocacy is a skill that develops over time. It's about understanding your needs, knowing your rights, and communicating effectively to get the support that helps you succeed. More information about your rights and entitlements can be found in the Additional Resources chapter.

Remember that university systems were often designed without autistic students in mind, but that doesn't mean you can't succeed within them. The key is understanding how things work and finding ways to adapt them to your needs.

Effective self-advocacy involves explaining your needs clearly and suggesting practical solutions.

Academic appeals and complaints

When something goes wrong or you don’t have the experience you expect, you can make an appeal or a complaint. An appeal is when you request that a decision, like a grade or an application, is reviewed. A complaint is when you tell your university about something you think has gone wrong or hasn’t been done properly and ask for them to fix it. Here are some tips for when you think about asking for an appeal or making a complaint:

• Start with informal discussions with relevant staff, and use official complaint processes if informal approaches don't work.
• Know your rights under anti-discrimination legislation – you can find information on the Australian Disability Clearinghouse for Education and Training website
• Keep detailed records of interactions and decisions.
• Student advocacy services can help with complaints and appeals, including where you should send your complaint or appeal and what information you should include.

• External advocacy organisations can also provide advice and support.
• The National Student Ombudsman and the Australian Human Rights Commission provide formal complaints pathways.