Re: [CANVAS] Digest for can-canvas@collegeautismnetwork.org - 4 updates in 2 topics

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Sarah Howorth

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Oct 24, 2025, 8:18:19 AMOct 24
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I would love to collaborate on a paper re: How does the lack of accommodations specific to the needs of autistic college students affect their graduation rates.


Sarah K. Howorth, Ph. D., BCBA-D (she/her)

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On Fri, Oct 24, 2025 at 6:48 AM <can-c...@collegeautismnetwork.org> wrote:
Dawn-Marie Solais <eqsol...@eqsolutionsu2.com>: Oct 23 11:57AM -0400

I'm really interested in this as well. All 3 of my kids dropped out because
their struggles were not believed and not accommodated. If this research
hasn't been done, or done well, I hope someone does it.
 
 
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Dawn-Marie Solais
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Michael Canale <can...@umbc.edu>: Oct 23 01:09PM -0400

This is an excellent question. While I have not done a formal study, I
gathered data for a proposal. I received a grant to start a peer mentoring
program, which ran out in May. We had secured funding from a Department of
Education grant, which was frozen and later revoked. The proposal was to
seek university funding.
 
What I gathered is: 14,000 total students, 197 with ASD
receiving accommodations. The graduation rate was 79.6%. This is on average
with students with disabilities and 7% lower than non-disabled students. I
identified and connected with 9 students who did not graduate. Of the 19, 6
transferred to another school because we did not offer their program of
interest. 4 transferred to a school with an ASD program, such as the
University of Delaware. 9 said they did not like their experience in
college (0 reported lack of accommodations), it was more associated with
"they didn't get me", "no one supported me and reminded me of assignments",
and all reported lack of socialization and feeling of belonging.
 
From all I have gathered, being a parent of a student with ASD, and from
years of working with ASD students, and the many conferences and research.
The issue isn't accommodations; it's that what is needed isn't covered by
the ADA, 504, or any other legislation. This is a form of peer mentoring,
social engagement, and the pursuit of their passion. The number one issue
I see is that when times get tough, students shut down. They stop going to
class because they are embarrassed that they missed a deadline, so they
don't hand it in. I can be the most supportive and personable person on
campus, and still, some will not reach out to me when in trouble.
 
During the peer mentoring program, these common issues are addressed. The
peer can be a sounding board; they can check in with the student. They are
not a tutor or reminder; they are a connection, and that's the real
accommodation that is missing.
 
Thats my perspective
 
Be Well
Michael
 
> https://groups.google.com/a/collegeautismnetwork.org/d/msgid/CAN-CANVAS/BL0PR04MB507588F0A7B64DBEFBA0D36CE5F0A%40BL0PR04MB5075.namprd04.prod.outlook.com
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Lyndel Kennedy <L.Ke...@latrobe.edu.au>: Oct 24 12:51AM

Hi Flor,
My PhD research is into factors contributing to success for neurodivergent students in higher education. I published a framework analysis paper just recently on supports and accommodations, and how neurodivergent students experience disclosure processes and supports differently to non-neurodivergent students who also qualify for accommodations, eg those with mental health conditions.
https://journals.sagepub.com/doi/full/10.1177/27546330251352326 Some neurodivergent students endorsed the supports-related theme ‘why discontinued’, wanting more course flexibility, mental-health support and assistance from tutors. Let me know if you can’t access it.
 
I have other papers from this dataset as well, https://www.liebertpub.com/doi/10.1089/aut.2024.0159 (A Comparison of Neurodivergent and Non-Neurodivergent Students’ Characteristics and Higher Education Experiences in Australia and New Zealand<https://www.liebertpub.com/doi/10.1089/aut.2024.0159>) and https://www.liebertpub.com/doi/10.1089/aut.2024.0118 (Comparing Disclosure and Supports used by Higher-Education Students with Neurodivergent or Mental Health Conditions). These two papers break the neurodivergent students into diagnostic subgroups if you just want to see autistic students results.
I will have a final paper from my PhD available next year, a cluster analysis, which shows neurodivergent students can do very well, that skills are more important than neurodivergent diagnoses or traits for academic success, and accessing supports does seem to be a part of that.
 
Happy to discuss further if that would help.
Kind regards,
 
 
Lyndel Kennedy
 
 
 
E: L.Ke...@latrobe.edu.au<mailto:L.Kennedy@latrobe.edu.au>
 
Bundoora Campus, BS2-254 Mondays-Thursdays, online Fridays
 
 
 
BEc, DipPWE, GradDipPsych, BPsych (Hons), Assoc MAPS
 
Research Officer & PhD Candidate – Olga Tennison Autism Research Centre<http://www.latrobe.edu.au/otarc>
 
Co-facilitator – CANDID Peer Support Group<https://www.latrobe.edu.au/students/support/wellbeing/resource-hub/accessability/candid>
 
School of Psychology & Public Health | La Trobe University | Bundoora 3086 Australia
 
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From: Florencia Ardon <fa...@cornell.edu>
Date: Thursday, 23 October 2025 at 12:17 pm
To: 'Janelle Johnson' via CANVAS - CAN Virtual Association of Scholars <can-c...@collegeautismnetwork.org>
Subject: [CANVAS] Lack of accommodations consequences
 
Hello!
 
Have any of you done a study on people who have dropped out, changed majors to an easier one or received low grades warranting intervention (leave of absence, not being in good academic standing, special programs to improve academic outcomes, etc.?) I'm interested in the relationship between lack of appropriate accommodations & adverse outcomes. --whatever evidence is there rather than anecdotes.
 
It could be also studies of students who do very well in several classes, where they receive accommodations, and not in others where accommodations are either not given or given in a way that is not useful.
 
Thank you!
Flor
 
 
 
 
 
 
My workday may look different from yours. Please answer at a time that supports your wellbeing.
 
Florencia (Flor) Ardon, PhD | She| Her | Hers
 
Study Skills Lecturer & Neurodivergent Student Support Program Manager, Learning Strategies Center
Neurodiversity @ Cornell lead | Advisor, Student Neurodiversity Alliance at Cornell
 
fa...@cornell.edu<mailto:fa227@cornell.edu> | neurodi...@cornell.edu<mailto:neurodiversity@cornell.edu>
 
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Lauren Allen <lauren...@sunyempire.edu>: Oct 23 09:15PM

Thanks to everyone who attended! Sharing the recording for anyone who may be interested. It was a great dialogue.
 
Cheers,
Lauren
 
Hello Everyone,
 
 
Thank you for joining us for Workplace Inclusivity for Neurodiversity, with Keshard Chery, MS hosted by CAARES. We appreciate your participation and hope you found the session both engaging and informative.
 
 
If you missed the event or would like to watch it again, you can view the recording here:
 
🎥 Workplace Inclusivity for Neurodiversity with Keshard Chery, MS<https://learn.sunyempire.edu/media/CAARES%20Presents%20Workplace%20Inclusivity%20for%20Neurodiversity%2C%20with%20Keshard%20Chery%2C%20MS/1_abm1njrm>
 
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Marjason, Michele

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Oct 24, 2025, 9:38:44 AMOct 24
to Sarah Howorth, can-c...@collegeautismnetwork.org
I would also.
Dr. Michele Marjason
Letourneau University

From: Sarah Howorth <sarah....@maine.edu>
Sent: Friday, October 24, 2025 7:17:37 AM
To: can-c...@collegeautismnetwork.org <can-c...@collegeautismnetwork.org>
Subject: Re: [CANVAS] Digest for can-c...@collegeautismnetwork.org - 4 updates in 2 topics
 
You don't often get email from sarah....@maine.edu. Learn why this is important

Florencia Ardon

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Oct 24, 2025, 11:45:27 AMOct 24
to can-c...@collegeautismnetwork.org

Hello all,

 

Thank you for your responses and the resources shared.

 

Collaborating on a study sounds great! I’m going to answer separately to the people who mentioned this; if you would like to be included please let me know.

 

Thanks again,

Flor

 

From: Sarah Howorth <sarah....@maine.edu>
Sent: Friday, October 24, 2025 8:18 AM
To: can-c...@collegeautismnetwork.org
Subject: Re: [CANVAS] Digest for can-c...@collegeautismnetwork.org - 4 updates in 2 topics

 

I would love to collaborate on a paper re: How does the lack of accommodations specific to the needs of autistic college students affect their graduation rates.

 


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