Autism Acceptance Month takes place every April to help people understand and accept people with autism.
Dr. Lisa Audet, the Neurodiversity Research Initiative director, which works to advance research in the area of neurodiversity, said she hopes the Kent community takes the time to understand people with autism instead of relying on preconceived judgments.
Cultivating an acceptance on-campus community
Student Accessibility Services Director Amanda Feaster said the ɬ community can support autistic individuals by “embracing the idea that there is no ‘normal.’
“Different behaviors and different ways of thinking are part of what make a rich community, and those differences deserve to be celebrated,” Feaster said. “We should focus on creating an environment that is flexible and inclusive enough for everyone to do what they need to do to learn and live happily.”
Students can take advantage of a wide variety of academic resources on campus, such as academic coaching to help with executive functioning support and developing good study habits.
The Autism Initiative for Research, Education, and Outreach, as part of the College of Education, Health and Human Services, also runs a group called “Simply Social,” Feaster said.
Audet said she hopes her initiative will contribute to a welcoming, inclusive and supportive campus environment. She wants to help individuals finish their degrees and support them vocationally and socially after graduation.
“I would remind students with autism that everyone is nervous about beginning college, so it is nothing to be embarrassed about,” Feaster said. “The needs of neurodivergent students may be different, but no student really knows what to expect or what they need at the beginning. College doesn’t need to look the same for everyone, either.”
She said if you aren’t interested in joining social activities, it’s okay to find a small group of friends instead.
“You aren’t ‘missing out’ by not participating in things you’re not interested in,” she said. “There are plenty of ways to be involved in a way that feels authentic and enjoyable for every student.”
Feaster said accommodations for students with autism will be determined by talking with the student about the barriers that exist for them individually. Some common accommodations include extra time for exams, recording class lectures, copies of PowerPoints and assistance with note-taking.
Other resources for students with autism
Nathan Briggs, executive director for the , said his organization works to connect people in the autism community with the resources they need to live a full life.
The organization will be hosting at the Akron-Summit County Public Library on April 29 to discuss potential federal policy changes affecting education and Medicaid. Briggs said they are bringing in experts to look at what the community may be facing in terms of reductions to resources they rely on at the state level.
“This is something that is always important, and its importance right now obviously is at a level that many of us have never seen in our lifetimes,” he said.
Briggs said he hopes that awareness of autism can be based on fact and not on fear.
“If we can do that, then we have a chance to be able to achieve the things that we aspire to,” he said. “We have an obligation to present and enshrine the facts around Autism Spectrum Disorder and not the fear that people are looking to sow around what we’re doing, who we are and why we do what we do.”
Some students with autism benefit from the Connect2Careers program from Opportunities for Ohioans with Disabilities, a program that provides resume assistance, interview prep and internship placement for students with disabilities, Feaster said.
The Autism Society of Greater Akron also has an Adult Social Club on pause that Briggs said he hopes will be back up and running later this year.
Neurodiversity Research Initiative projects
“The integrity of a person who is neurodiverse has to not only be accepted, but celebrated,” Audet said. “When I think about autism acceptance, I think about the neurotypical world — changing their perspective of what it means to be neurodivergent and to recognize the talents as well as the challenges and the needs that are present.”
One of the initiative’s current research projects develops technology that would assist individuals in problem solving and communication, as well as helping parents of young children recognize if and when their child might have a meltdown or become withdrawn, Audet said.
Another project underway looks to explore better pharmacological solutions for people who are on the spectrum to help with medication management.
“We’re looking to cultivate that kind of culture where people are working across boundaries and collaborating to solve problems in novel ways,” Audet said.
Briggs said he wants students to know that his organization is there to support.
“We are here to be able to see you, to hear you and to be able to help you determine, as for you, what your quality of life can and should look like, and being able to ensure that you’re aware of everything that is available to you in making that choice,” he said. “That is why we choose to do this.”