University Faculty Members' and Students' Awareness of the Need for Support for Students With Autism Spectrum Disorder Compared to Those With Physical Disabilities

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  • YOKOTA Susumu
    Present affiliation: Faculty of Arts and Science, Kyushu University Former affiliation: Division of Developmental Cognitive Neuroscience, Institute of Development, Aging and Cancer, Tohoku University
  • MATSUZAKI Yutaka
    Present affiliation: Division of Developmental Cognitive Neuroscience, Institute of Development, Aging and Cancer, Tohoku University Former affiliation: Graduate School of Education, Tohoku University
  • TANAKA Mari
    Present affiliation: Faculty of Arts and Science, Kyushu University

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Other Title
  • 大学教員および学生における自閉スペクトラム症学生への支援に対する意識 ―身体障害学生への支援に対する意識との比較から―
  • ダイガク キョウイン オヨビ ガクセイ ニ オケル ジヘイスペクトラムショウ ガクセイ エ ノ シエン ニ タイスル イシキ : シンタイ ショウガイ ガクセイ エ ノ シエン ニ タイスル イシキ ト ノ ヒカク カラ

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Abstract

<p>Recently, the number of university students with autism spectrum disorder (ASD) has been increasing. Although university administrators believe that reasonable accommodations should be made for these students, faculty members and other students have complained that these accommodations are unfair to them, making it difficult for accommodations to be introduced. It is not clear how aware other students and faculty members are of the need of students with autism spectrum disorder for such accommodations. The present study investigated students' and faculty members' acceptance of accommodations for students with autism spectrum disorder and the feasibility of such accommodations, compared to accommodations made for students with physical disabilities, such as those with visual impairments or those who are deaf or hard of hearing. In addition, the study investigated differences among the providers of the accommodations, including university administrators, faculty members, and other students. A questionnaire asking about the acceptance and feasibility of accommodations for students with disabilities was completed by 1,149 faculty members and 825 students at a university in Japan. The results indicated that the students were more accepting of accommodations provided for students with disabilities than the faculty members were. In response to questions specifically asking about accommodations for students with autism spectrum disorder, the faculty members reported higher acceptance and feasibility for changing the method of communication in classes, whereas the students reported higher acceptance and feasibility for supports such as preparing the classroom environment and exchanging roles in group work. The discussion deals with the possibility that faculty members and students may play different roles in accommodations for students with autism spectrum disorder.</p>

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