Supporting Students with Autism in Tertiary Education: Malaysian Lecturers' Views and Experiences

The increasing pressure to provide inclusive and equitable education and promote lifelong learning for all has enabled a growing number of individuals with disabilities to engage in tertiary education. This article explores the experiences of lecturers supporting students with Autism Spectrum Disorders (ASD) in a Malaysian tertiary education institute. Their views are vital as they are the first point of contact when academic support is needed. Interviews were conducted with six lecturers who had experience in teaching students with ASD. Data were analyzed using thematic analysis. The main findings suggest that these lecturers were restricted in supporting students with ASD due to issues related to knowledge and awareness, the specific educational needs of students with ASD, and the importance of student peers. Lecturers have limited knowledge to draw on when making decisions to support the needs of the students. Nevertheless, they acknowledged that some of the students’ peers created a buddy system where they worked together with the lecturers to support the ASD students' needs in the absence of specialist personnel. The prospect of supporting and providing effective services to all students, regardless of background, ethnicity, gender and ability, is much anticipated by dedicated educators. This has implications for the way professionals are trained in the future.