Autism-Inclusive Campus Designation Pilot School Announcement
Tony
College Autism Network Launches Pilot for Autism-Inclusive Campus Designation
The College Autism Network (CAN) has launched its inaugural Autism-Inclusive Campus Designation™ (AICD), a first of its kind in North America. The AICD is awarded to US and Canadian colleges and universities—regardless of size, type, classification, or mode of delivery—that strive in all aspects of their community and mission to create and maintain environments that ensure the inclusion and success of autistic and other neurodivergent people. The vision of an inclusive campus is one where autistic and other neurodivergent people are able to live authentically, whether or not they choose to disclose their neurodiversity; develop personally and professionally; contribute as valued members of a diverse community; and experience a sense of belonging.
When the pilot phase began, postsecondary institutions applied to be assessed for the designation. They will now work with CAN to achieve it. Throughout the designation-seeking process, CAN will provide pilot institutions with trained reviewers, evidence-based resources, and iterative feedback. After the designation is achieved, postsecondary institutions may continue to work with CAN to improve autism inclusion on their campuses and participate within a community of other AICD institutions to share their journeys. Pilot postsecondary institutions include Hiram College (Hiram, OH), Pacific University (Forest Grove, OR), Rowan University (Glassboro, NJ), Towson University (Towson, MD), St. Joseph’s University (Philadelphia, PA) and University of Cincinnati – Clermont College (Batavia, OH).
CAN’s AICD was inspired by AsIAm’s model for helping higher education institutions to enhance opportunities for autistic learners and recognize campuses that have succeeded. AsIAm, Ireland’s National Autism Charity, partnered with Dublin City University and Specialisterne Ireland to develop a set of guiding principles to create campus environments that improve autistic learners’ likelihood of full participation. With AICD, CAN has developed a new set of principles and actions for implementing them.
The AICD takes a vital next step in fulfilling CAN’s commitment to enhancing the access, experience, and outcomes of autistic college students. CAN’s Director of Training and Technology, Dr. Brittany Jackson says, “Seven neurodivergent (primarily autistic) CAN members, consisting of faculty, staff, and students or recent graduates, have spent the last year and a half creating principles and a rubric to evaluate and provide guidance to institutions on how best to serve their autistic students. We are excited to see this designation come to fruition with our pilot institutions.” Through advocacy, research, and training, CAN’s diverse network of experts, professionals, neurodivergent community members, and their allies strives to transform postsecondary institutions into environments where neurodivergent learners can thrive. The AICD broadens advocacy for autistic college students to include support for neurodivergent faculty and staff. This support empowers neurodivergent faculty and staff to serve as mentors and role models, which fosters a positive campus climate for neurodiversity.
Postsecondary institutions that have achieved CAN’s AICD are guided by the following principled actions to ensure that autistic and other neurodivergent people thrive individually and collectively within their environments:
- Reduce barriers for autistic and other neurodivergent individuals by employing a holistic approach; providing differentiated and, when possible, individualized accommodations and support services; and engaging in interactive dialogue about the individual’s specific and the collective’s shared needs.
- Engage in a variety of evidence-based efforts to improve access, experience, and outcomes for autistic and other neurodivergent individuals in their roles as students, faculty, and staff. In the case of students, employ evidence-based approaches to maximize efforts to ensure autistic and other neurodivergent students enter, are retained, and graduate.
- Promote the empowerment of autistic and other neurodivergent individuals through creating an environment that encourages and responds positively to their self-advocacy. In such an environment, autistic and other neurodivergent individuals are encouraged to discover and express their own needs, set their own goals, and define their own standards of success.
- Ensure that autistic voices and experiences, along with those of other neurodivergent individuals and collectives, are included and considered when change that affects them is being planned, following the call of the autistic community that there should be “nothing about us without us.”
- Proactively explore the possibilities for structural and cultural change to incorporate autistic and other neurodivergent individuals and collectives as contributors to campus communities and to society.
- Highlight the unique contributions autistic and other neurodivergent individuals as well as collectives make to their institutions, fields of study, and society in order to promote their value and advocate for their increased inclusion and support for their success.
The College Autism Network is a 501c3 organization that links varied stakeholders engaged in evidence-guided efforts to improve access, experiences, and outcomes for postsecondary students with autism.
If you would like more information about the Autism-Inclusive Campus Designation, please contact Dr. Tonya Paulette, College Autism Network Associate Director and Autism Inclusive Campus Project Coordinator at tonya@collegeautismnetwork.org
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