Poster

The follow list is the complete list from a paper that is currently under review:​

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Ames, M. E., Coombs, C. E. M., Duerksen, K. N., Vincent, J., & McMorris, C. A. (2022). Canadian mapping of autism-specific supports for postsecondary students. Research in Autism Spectrum Disorders, 90, 101899. https://doi.org/10.1016/j.rasd.2021.101899

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Anderson, A. H., Carter, M., & Stephenson, J. (2018). Perspectives of university students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(3), 651–665. https://doi.org/10.1007/s10803-017-3257-3

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Anderson, A. H., Stephenson, J., & Carter, M. (2017). A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education. Research in Autism Spectrum Disorders, 39, 33–53. https://doi.org/10.1016/j.rasd.2017.04.002

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Bargiela, S., Steward, R., & Mandy, W. (2016). The experiences of late-diagnosed women with autism spectrum conditions: An investigation of the female autism phenotype. Journal of Autism and Developmental Disorders, 46(10), 3281–3294. https://doi.org/10.1007/s10803-016-2872-8

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Botha, M., Hanlon, J., & Williams, G. L. (2021). Does language matter? Identity-first versus person-first language use in autism research: A response to Vivanti. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-020-04858-w

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Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806

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Brown, R. L., & Moloney, M. E. (2019). Intersectionality, work, and well-being: The effects of gender and disability. Gender & Society, 33(1), 94–122. https://doi.org/10.1177/0891243218800636

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Bruce, C. (2020). Self-advocacy as precariousness in university education. Canadian Journal of Disability Studies, 9(5), Article 5. https://doi.org/10.15353/cjds.v9i5.703

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Cage, E., Di Monaco, J., & Newell, V. (2018). Experiences of autism acceptance and mental health in autistic adults. Journal of Autism and Developmental Disorders, 48(2), 473–484. https://doi.org/10.1007/s10803-017-3342-7

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Cage, E., & Howes, J. (2020). Dropping out and moving on: A qualitative study of autistic people’s experiences of university. Autism, 24(7), 1664–1675. https://doi.org/10.1177/1362361320918750

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Canadian Commission for UNESCO. (2021). Inclusion, Diversity, Equity & Accessibility (IDEA): Good practices for researchers. https://en.ccunesco.ca/-/media/Files/Unesco/Resources/2021/09/ToolkitIDEA.pdf

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Chiang, E. S. (2020). Disability cultural centers: How colleges can move beyond access to inclusion. Disability & Society, 35(7), 1183–1188. https://doi.org/10.1080/09687599.2019.1679536

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Coombs, E. C., Vincent, J., McMorris, C. A., & Ames, M. E. (2023). Barriers and facilitators to supporting Canadian autistic postsecondary students: Experiences of accessible learning staff and administrators. Research in Autism Spectrum Disorders, 109, 102260. https://doi.org/10.1016/j.rasd.2023.102260

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Crompton, C. J., Ropar, D., Evans-Williams, C. V., Flynn, E. G., & Fletcher-Watson, S. (2020). Autistic peer-to-peer information transfer is highly effective. Autism, 24(7), 1704–1712. https://doi.org/10.1177/1362361320919286

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Dolmage, J. (2017). Academic ableism. University of Michigan Press. https://www.press.umich.edu/9708722/academic_ableism

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Dwyer, P., Mineo, E., Mifsud, K., Lindholm, C., Gurba, A., & Waisman, T. C. (2022). Building neurodiversity-inclusive postsecondary campuses: Recommendations for leaders in higher education. Autism in Adulthood, aut.2021.0042. https://doi.org/10.1089/aut.2021.0042

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Gurbuz, E., Hanley, M., & Riby, D. M. (2019). University students with autism: The social and academic experiences of university in the UK. Journal of Autism and Developmental Disorders, 49(2), 617–631. https://doi.org/10.1007/s10803-018-3741-4

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Harrison, A. J., Long, K. A., Tommet, D. C., & Jones, R. N. (2017). Examining the role of race, ethnicity, and gender on social and behavioral ratings within the Autism Diagnostic Observation Schedule. Journal of Autism and Developmental Disorders, 47(9), 2770–2782. https://doi.org/10.1007/s10803-017-3176-3

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Heasman, B., & Gillespie, A. (2018). Perspective-taking is two-sided: Misunderstandings between people with Asperger’s syndrome and their family members. Autism, 22(6), 740-750. https://doi.org/10.1177/1362361317708287

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Holstein, J. A., & Gubrium, J. F. (2011). The constructionist analytics of interpretive practice. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (4th ed., pp. 341-358). Thousand Oaks, CA: Sage.

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Kerschbaum, S. L., & Price, M. (2017). Centering disability in qualitative interviewing. Research in the Teaching of English, 52(1), 98-107.

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Kreider, C. M., Bendixen, R. M., & Lutz, B. J. (2015). Holistic needs of university students with invisible disabilities: A qualitative study. Physical & Occupational Therapy in Pediatrics, 35(4), 426–441. https://doi.org/10.3109/01942638.2015.1020407

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Loomes, R., Hull, L., & Mandy, W. P. L. (2017). What is the male-to-female ratio in autism spectrum disorder? A systematic review and meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry, 56(6), 466–474. https://doi.org/10.1016/j.jaac.2017.03.013

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MacLeod, A., Allan, J., Lewis, A., & Robertson, C. (2018). ‘Here I come again’: The cost of success for higher education students diagnosed with autism. International Journal of Inclusive Education, 22(6), 683–697. https://doi.org/10.1080/13603116.2017.1396502

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Milton, D. E. M. (2012). On the ontological status of autism: The ‘double empathy problem.’ Disability & Society, 27(6), 883-887. https://doi.org/10.1080/09687599.2012.710008

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Moriña, A. (2022). When what is unseen does not exist: Disclosure, barriers and supports for students with invisible disabilities in higher education. Disability & Society, 39(4), 914–932. https://doi.org/10.1080/09687599.2022.2113038

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Moriña, A., & Biagiotti, G. (2022). Inclusion at university, transition to employment and employability of graduates with disabilities: A systematic review. International Journal of Educational Development, 93, 102647. https://doi.org/10.1016/j.ijedudev.2022.102647

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NEADS. (2018). Landscape of Accessibility and Accommodation in Post-Secondary Education. National Education Association of Disabled Students (NEADS). https:// www.neads.ca/en/about/media/AccessibilityandAccommodation%202018-5landscapereport.pdf

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Parekh, G., & Brown, R. S. (2020). Naming and claiming: The tension between institutional and self-identification of disability. Canadian Journal of Disability Studies, 9(5), Article 5. https://doi.org/10.15353/cjds.v9i5.701

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Pesonen, H. V., Nieminen, J. H., Vincent, J., Waltz, M., Lahdelma, M., Syurina, E. V., & Fabri, M. (2020). A socio-political approach on autistic students’ sense of belonging in higher education. Teaching in Higher Education, 1–19. https://doi.org/10.1080/13562517.2020.1852205

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Public Health Agency of Canada. (2018). Autism spectrum disorder among children and youth in Canada 2018: A report of the national Autism Spectrum Disorder Surveillance System. https://www.canada.ca/content/dam/phac-aspc/documents/ services/publications/diseases-conditions/autism-spectrumdisorder-children-youth-canada-2018/autism-spectrum-disorder-children-youth-canada-2018.pdf

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Sasson, N. J., Faso, D. J., Nugent, J., Lovell, S., Kennedy, D. P., & Grossman, R. B. (2017). Neurotypical peers are less willing to interact with those with autism based on thin slice judgments. Scientific Reports, 7, 40700. https://doi.org/10.1038/srep40700

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Tremain, S. (2005). Foucault, governmentality, and critical disability theory: An introduction. In S. Tremain (Ed.), Foucault and the government of disability (pp. 1-26). Ann Arbor, MI: University of Michigan Press. https://doi.org/10.3998/mpub.12678