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heather2@ualberta.ca
Exploring Accessible Education for Autistic Postsecondary Students in Canadian Universities
We are asking you to complete two surveys that include multiple choice, matching, rating scale, and short-answer questions. The survey will be administered in two separate parts that you may complete on your own time, and take approximately an hour each to complete. Participants who take this survey will be compensated with a $25 Amazon giftcard.
In the survey, we are asking Autistic post-secondary students about their experiences with belonging at their university, both positive and negative. The questionnaires will ask questions about your strengths, autistic traits, executive functioning skills, and your experiences with Canadian university education and campus life. You may also be asked about your intersectional experiences if you are BIPOC or 2SLGBTQIA+. Below, you can find some details regarding measures that you will be administered.
If you are interested in participating, please complete this Screening Survey to determine your eligibility!
List of Services
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Comprehensive Autistic Trait Inventory (CATI)List Item 1
The Comprehensive Autistic Trait Inventory, or CATI, is a self-report questionnaire that effectively measures autistic traits in adults within the general population. This measure is one of the first measures to be created using community-based participatory action with the Autistic community.
Please note that the following link to the publisher's website is external and not affiliated with our group. Completing the CATI at this link does not enroll you in our study. For official enrollment, please adhere to our specified procedures.
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Sensory Sensitivity Scale (SeSS)List Item 2
The Sensory Sensivity Scale is designed to measure sensory sensitivity regarding visual, auditory, and somatosensory (such as pain, pressure, or tempurature) processing in individuals. We're interested in learning about your sensory experiences, and how they may relate to your academic experience as an Autistic individual.
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Background InformationList Item 3
This portion of the questionnaire is designed to gather essential background information to better understand the diverse experiences and perspectives of our participants. We will explore various aspects, including employment status during university, educational background, previously utlized supports, program of study, and living arrangements during your university years, among others.
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University Supports, Services, and Accommodations (USSA)List Item 4
In the USSA, we will explore your utilization of various university supports, services, and accommodations. We're interested in learning about both formal accommodations (such as extended time on all exams) provided by the university, as well as informal supports (like an extension on a specific assignment) offered by faculty, staff, or peers. The length of this section varies as it will only ask you to provide details about any supports you have chosen to access at your university.
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University Environment Scale (UES)
The University Environment Scale is designed to assess students' perceptions and comfort levels within their university settings. This scale includes prompts that evaluate feelings of comfort and belonging, perceptions of the university as a supportive or indifferent place, and the institution's inclusivity towards Autistic and other neurodivergent students.
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Accessibility Barriers Scale (ABS)
The Accessibility Barriers Scale is designed to measure and identify common barriers that students with disabilities face in university environments. This scale comprehensively assesses the extent to which students with disabilities are provided with equitable opportunities to access information, participate in activities, and utilize services similar to their non-disabled peers.
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2SLGBTQIA+
If you identify within the 2SLGBTQIA+ community, we are interested in your intersectional experience with your gender/sexuality and autism. In this section, we will ask you short-answer questions about your positive and/or negative experiences as an Autistic, 2SLGBTQIA+ university student.
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Black, Indigenous, People of Colour (BIPOC)
If you are a non-white or BIPOC individual, we are interested in your intersectional experience with race and autism. In this section, we will ask you short-answer questions about your positive and/or negative experiences as an Autistic, BIPOC university student.
List of Services
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Ranking Priorities
Ranking Priorities is designed to gather your personal priorities regarding accessibility in post-secondary education, based on recommendations made by Dwyer et al. We will ask you to what aspects of university you think are important to improve the campus experiences of Autistic and neurodivergent staff, faculty, and students. We will ask you how your experience at university may be, or have been, improved by enacting changes through DEI (diversity, equity, and inclusion) initatives, visibility, structured support, mental health, disability services, and more.
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Disclosure of Autism to Others (Disclosure)
The Disclosure section is designed to explore your reasons for choosing whether or not to disclose your autism to others you may encounter at university. We're interested in learning what factors may influence your willingness to disclose to others, or not.
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University Belonging Model (UBM)
The University Belonging questionnaire is designed to assess university students' experiences of belonging on campus. This scale will assess your sense of belonging in your academic (such as with faculty and staff) and social (such as events and relationships) life.
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Strengths and Passions
The Strengths survey uses a positive psychology approach to exploring your strengths among three main categories: positive relationships, personal qualities, and SPARKS (leisure activities and passions). In this section, we want to understand what helps you thrive and where you shine as an individual.
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Social Motivation and Friendships at University (SF)
The Social Motivation and Friendships at University questionnaire is designed to assess your social motivations in a university context. We will ask you about how you may interact with peers, faculty, and staff as a student at your institution.
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Executive Functioning Skills (ESQ)
The Executive Skills Questionnaire-Revised is designed to assess your executive functioning skills, strengths, and challenges. We will ask you about your abilities with planning, focus, attentio, remembering instructions, juggle multiple tasks successfully, and self-regulation.
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11210 - 87 Ave NW
Education South - Room B28
University of Alberta
Edmonton, AB, Canada
T6G 2G5
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