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University belonging on Canadian post-secondary campuses: The Autism Centred - University Belonging Model
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- Author / Creator
- Santilli, Hannah
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Background. Higher education transcends academic pursuit; it fosters social community, exploration, exposure to diverse experiences, and career fulfillment. However, Autistic postsecondary students often face barriers that hinder their sense of belonging. Studies indicate 40- 70% of these students struggle with depression and anxiety due to social exclusion and
isolation, highlighting the need for inclusive practices in post secondary institutions (McMorris et al., 2019; Cage et al., 2017). Addressing these challenges requires more than just implementing inclusion policies; it necessitates fostering a genuine sense of belonging in their educational journey (Maitland et al., 2021; O’Keeffe, 2013). Objective. This study aims to understand and improve the sense of belonging for Autistic postsecondary students in Canada by reframing an existing model of university belonging through an interactionist approach to disability. Methods. The study involved a qualitative analysis, including surveys with Autistic students across Canadian universities. Participants were selected based on specific eligibility criteria, ensuring a diverse sample. Data was analyzed using both codebook (phase 3) and reflexive (phase 4) thematic analysis to identify patterns and themes related to belonging. Results. Central to this study is the development of the Autism Centred – University Belonging Model (AC-UBM). This model builds on Slaten et al. (2018)’s University Belonging
Questionnaire (UBQ) by incorporating specific factors relevant to Autistic students. The ACUBM includes four main pillars: 1. University Support and Acceptance. This pillar emphasizes
the importance of addressing sensory needs, providing accessible support and personal growth opportunities, destigmatizing disability, and recognizing contributions. 2. University Affiliation. None of the participant responses in our study aligned with the University Affiliation pillar as
defined by Slaten et al. (2018). Therefore, a new pillar (Pillar 4) was created. 3. Faculty and Staff Relations. This pillar highlights the significance of supportive interactions with faculty
and staff, adapting instruction to fit learning styles, and maintaining confidentiality regarding autism diagnoses. 4. Peer Relations. This new pillar addresses the impact of external
perceptions, the need to mask identity, and the significant role of friendships and social communities in enhancing belonging. The final phase of the analysis identified key factors necessary for Autistic students to experience a sense of belonging, which include (1) addressing sensory needs, (2) providing accessible support and personal growth opportunities, (3) institutional efforts to de-stigmatize disability, (4) recognizing and valuing their contributions, (5) adapting instruction to fit individual learning styles, (6) maintaining confidentiality of diagnoses, (7) having openly neurodivergent staff members, (8) managing external perceptions and the need to mask aspects of their identity, and (8) building and maintaining friendships on
campus with both Autistic and non-Autistic peers. Conclusion. The findings emphasize the need for comprehensive strategies to create inclusive environments that support the well-being and academic success of Autistic students. Some recommendations include specialized orientations for Autistic students, Universal Design for Learning principles, support groups, Autistic-led mentorship programs, and integrating neurodiversity into Equity, Diversity, and Inclusion initiatives. By addressing these areas,
universities can significantly improve the sense of belonging and overall experience for Autistic students in Canada. -
- Subjects / Keywords
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- Graduation date
- Fall 2024
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- Type of Item
- Thesis
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- Degree
- Doctor of Education
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- License
- This thesis is made available by the University of Alberta Library with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.