[
Alyahyan, E., & Düştegör, D. (2020). Predicting academic success in higher education: Literature review and best practices. International Journal of Educational Technology in Higher Education 17(3). https://doi.org/10.1186/s41239-020-0177-7
]Search in Google Scholar
[
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (Fifth edition). Arlington, VA: American Psychiatric Publishing.
]Search in Google Scholar
[
Amponsah-Bediako, K. (2013). Relevance of disability models from the perspective of a developing country: An analysis. Developing Country Studies 3, 121–132.
]Search in Google Scholar
[
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.
]Search in Google Scholar
[
Anderson, K. A., Sosnowy, C., Kuo, A. A., & Shattuck, P. T. (2018). Transition of individuals with autism to adulthood: a review of qualitative studies. Pediatrics 141(4), S318-S327. https://doi.org/10.1542/peds.2016-43001
]Search in Google Scholar
[
Armstrong, T. (2017). Neurodiversity: The Future of Special Education. Educational Leadership 74 (7), 10-16
]Search in Google Scholar
[
Bakker, A. B., & Demerouti, E. (2007). “The Job Demands-Resources Model: State of the Art.” Journal of Managerial Psychology 22, 309–28. https://doi.org/10.1108/02683940710733115.
]Search in Google Scholar
[
Bernardo, A., Esteban, M., Fernández, E., Cervero, A., Tuero, E., & Solano, P. (2016). Comparison of Personal, Social and Academic Variables Related to University Drop-out and Persistence. Frontiers in Psychology 7(1610).
]Search in Google Scholar
[
Bottema-Beutel, K., Park, H., & Kim, S.Y. (2018). Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma. Journal of Autism Developmental Disorders 48, 953–964. https://doi.org/10.1007/s10803-017-3400-1
]Search in Google Scholar
[
Brownlow, C., Lawson, W., Pillay, Y., Mahony, J., & Abawi, D. (2021). “Just Ask Me”: The Importance of Respectful Relationships Within Schools. Frontiers in Psychology 12, 2281.
]Search in Google Scholar
[
Cage, E., & Troxell-Whitman, Z. (2019). Understanding the Reasons, Contexts, and Costs of Camouflaging for Autistic Adults. Journal of Autism Developmental Disorders 49, 1899–191. https://doi.org/10.1007/s10803-018-03878-x
]Search in Google Scholar
[
Clouder, L., Karakus, M., Cinotti, A., Ferreyra, M.V., Fierros, G.A., & Rojo, P. (2020). Neurodiversity in higher education: a narrative synthesis. Higher Education 80, 757–778. https://doi.org/10.1007/s10734-020-00513-6
]Search in Google Scholar
[
Coghill, E.M.H., & Coghill, J.G (eds). (2020). Supporting Neurodiverse College Student Success: A Guide for Librarians, Student Support Services, and Academic Learning Environments. Lanham, MD: Rowman & Littlefield.
]Search in Google Scholar
[
Cresswell, L., Hinch, R., & Cage, E. (2019). The experiences of peer relationships amongst autistic adolescents: A systematic review of the qualitative evidence. Research in Autism Spectrum Disorders 61, 45
]Search in Google Scholar
[
Dijkhuis, R., Sonneville, L.D., Ziermans, T., Staal, W., & Swaab, H. (2020). Autism symptoms, executive functioning, and academic progress in higher education students. Journal of Autism and Developmental Disorders 50 (4), 1353-1363, https://doi.org/10.1007/s10803-019-04267-8
]Search in Google Scholar
[
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. Open Access Published Online: 16 February 2022. https://doi.org/10.1089/aut.2021.0042
]Search in Google Scholar
[
Edjah, K., Ankomah, F., Domey, E., & Laryea, J.E. (2020). Stress and Its Impact on Academic and Social Life of Undergraduate University Students in Ghana: A Structural Equation Modeling Approach. Open Education Studies 2, 37-44. https://doi.org/10.1515/edu-2020-0100
]Search in Google Scholar
[
Elison-Chang, P.A. (2018). Success for all through supporting inclusive education: a mixed method research study. Ph.D. thesis. Northwest Nazarene University.
]Search in Google Scholar
[
Gelbar, N. W., Shefcyk, A., & Reichow, B. (2015). A comprehensive survey of current and former college students with autism spectrum disorders. The Yale Journal of Biology and Medicine 88(1), 45.
]Search in Google Scholar
[
Ghosal, A. (2019). The social model: Disability as a socially constructed phenomenon. International Journal of Engineering Development Research 7(2).
]Search in Google Scholar
[
Gobbo, K., & Shmulsky, S. (2013). Faculty experience with college students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities 29(1), 13–22.
]Search in Google Scholar
[
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.
]Search in Google Scholar
[
Hassel, S., & Ridout, N. (2018). An Investigation of First-Year Students’ and Lecturers’ Expectations of University Education. Frontiers in Psychology 8. https://doi.org/10.3389/fpsy.2017.02218
]Search in Google Scholar
[
Hogan, A.J. (2019). Social and medical models of disability and mental health: Evolution and renewal. Canadian Medical Association Journal 191(11), E16–E18. https://doi.10.1503/cmaj.181008
]Search in Google Scholar
[
Hong, B. (2015). Qualitative analysis of the barriers of the barriers college students with disabilities experience in Higher Education. Journal of College Student Development 56(30), 209–222. https://doi.org/10.1353/csd.2015.0032
]Search in Google Scholar
[
Hull, L., Petrides, K.V., Allison, C., Smith, P., Baron-Cohen, S., Lai, M.C., & Mandy, W. (2017). “Putting on My Best Normal”: Social Camouflaging in Adults with Autism Spectrum Conditions. Journal of Autism Developmental Disorders 47, 2519–2534. https://doi.org/10.1007/s10803-017-3166-5
]Search in Google Scholar
[
Knott, F., & Taylor, A. (2014). Life at university with Asperger syndrome: A comparison of student and staff perspectives. International Journal of Inclusive Education, 18(4), 411-426.
]Search in Google Scholar
[
Leaf, J.B., Cihon, J.H., Leaf, R., McEachin, J., Liu, N., Russell, N., Unumb, L., Shapiro, S., & Khosrowshahi, D. (2021). Concerns About ABA-Based Intervention: An Evaluation and Recommendations. Journal of Autism Developmental Disorders https://doi.org/10.1007/s10803-021-05137-y
]Search in Google Scholar
[
Lever, A. G., & Geurts, H. M. (2016). Psychiatric co-occurring symptoms and disorders in young, middle-aged, and older adults with autism spectrum disorder. Journal of Autism and Developmental Disorders 46(6), 1916–1930.
]Search in Google Scholar
[
Levitt, J. (2017). “Exploring How the Social Model of Disability Can Be Re-Invigorated: In Response to Mike Oliver.” Disability and Society 32 (4), 589–594.
]Search in Google Scholar
[
Longtin, S. E. (2014). Using the college infrastructure to support students on the autism spectrum. Journal of Postsecondary Education and Disability 27(1), 63–72.
]Search in Google Scholar
[
MacKay, J. R. D. (2019). Show and ‘tool’: How lecture recording transforms staff and student perspectives on lectures in higher education. Computers & Education 140, 103593. Retrieved from https://doi.org/10.1016/j.compedu.2019.05.019
]Search in Google Scholar
[
Mallett, R., & Runswick-Cole, K. (2014). Approaching Disability: Critical Issues and Perspectives. 1st ed. London: Routledge.
]Search in Google Scholar
[
Moyse, R. (2021). Missing: the autistic girls absent from mainstream secondary schools. Doctoral dissertation, University of Reading
]Search in Google Scholar
[
National Commission for Academic Accreditation & Assessment Standards for Quality Assurance and Accreditation of Higher Education Institutions, 2015
]Search in Google Scholar
[
Pearson, A., & Rose, K. (2021). A Conceptual Analysis of Autistic Masking: Understanding the Narrative of Stigma and the Illusion of Choice. Autism in Adulthood. http://doi.org/10.1089/aut.2020.0043
]Search in Google Scholar
[
Perry, E., Mandy, W., Hull, L., & Cage, E. (2021. Understanding Camouflaging as a Response to Autism-Related Stigma: A Social Identity Theory Approach. Journal of Autism Developmental Disorders. https://doi.org/10.1007/s10803-021-04987-w
]Search in Google Scholar
[
Pluut, H., Curşeu, P. L., & Ilies, R. (2015). “Social and Study Related Stressors and Resources among University Entrants: Effects on Well-Being and Academic Performance.” Learning and Individual Differences, 37, 262–68. https://doi.org/10.1016/j.lindif.2014.11.018.
]Search in Google Scholar
[
Retief, M., & Letšosa, R. (2018). Model of disability: A brief overview. HTS Teologiese Studies/Theological Studies 74(1), a4738. http://doi.org/10.4102/hts.v74i1.4738
]Search in Google Scholar
[
Roberts, J., & Webster, A. (2020). Including students with autism in schools: a whole school approach to improve outcomes for students with autism. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1712622
]Search in Google Scholar
[
Rosqvist, H. B., Chown, N., & Stenning, A. (Eds.). (2020). Neurodiversity studies: A new critical paradigm. Routledge. https://doi.org/10.4324/9780429322297
]Search in Google Scholar
[
Schneid, I., & Raz, A. E. (2020). The mask of autism: Social camouflaging and impression management as coping/normalization from the perspectives of autistic adults. Social Science & Medicine 248, 112826. https://doi.org/10.1016/j.socscimed.2020.112826
]Search in Google Scholar
[
Singer, J. (2017). Neurodiversity: The birth of an idea. Amazon kindle eBook, Self-published
]Search in Google Scholar
[
Spaeth, E. (2019). Constant vigilance: a conceptualisation of the vigilance regulation model of ADHD in relation to learning and teaching in higher education. Journal of Neurodiversity in Higher Education 5, 67–76.
]Search in Google Scholar
[
Spaeth, E., & Pearson, A. (2021). A reflective analysis of Neurodiversity and student well-being Conceptualizing practical strategies for inclusive practice. https://doi.org/10.31219/osf.io/cbk23
]Search in Google Scholar
[
Trevisan, D., & Birmingham, E. (2015). Examining the relationship between Autistic traits and college adjustment. Autism 20 (6), 719-729, 10.1177/1362361315604530
]Search in Google Scholar
[
Van der Zanden, P.J.A.C., Denessen, E., Cillessen, A.H.N., & Meijer, P.C. (2018). Patterns of success: First-year student success in multiple domains. Studies in Higher Education 44(11).
]Search in Google Scholar
[
Van Hees, V., Moyson, T., & Roeyers, H. (2015). Higher education experiences of students with autism spectrum disorder: Challenges, benefits, and support needs. Journal of Autism and Developmental Disorders 45(6), 1673-1688.
]Search in Google Scholar
[
Vẻronneau, M.H., Vitaro, F., Brendgen, M., Dishion, T.J., & Tremblay, R.E. (2010). Transactional analysis of the reciprocal links between peer experiences and academic achievement from middle childhood to early adolescence. Developmental Psychology 46, 773–790.
]Search in Google Scholar
[
Ward, D., & Webster, A. (2018). Understanding the lived experiences of university students with autism spectrum disorder (ASD): A phenomenological study. International Journal of Disability, Development and Education 65(4), 373-392.
]Search in Google Scholar
[
Wells-Jensen, S., & Zuber, A. (2020). Models of Disability as Models of First Contact. Religions 11(676), 1-9. https://doi.org/10.3390/rel11120676
]Search in Google Scholar
[
White, S.W., Ollendick, T.H., & Bray, B.C. (2011). College students on the Autism Spectrum: Prevalence and associated problems. Autism 15 (6), 683–701. https://doi.org/10.1177/1362361310393363
]Search in Google Scholar
[
Wood, R. (2017). Exploring how the social model of disability can be reinvigorated for autism: In response to Jonathan Levitt. Disability and Society 32(7). https://doi.org/10.1080/09687599.2017.1328157
]Search in Google Scholar
[
Wood, R. (2019). Inclusive Education for autistic children: Helping children and young people to learn and flourish in the classroom. Jessica Kingsley Publishers.
]Search in Google Scholar
[
York, T. T., Gibson, C., & Rankin, S. (2015). Defining and Measuring Academic Success. Practical Assessment, Research and Evaluation 20(5).
]Search in Google Scholar
[
Zeedyk, S.M., Tipton, L.A., & Blacher, J. (2016). Educational supports for high functioning youth with ASD. Focus on Autism and Other Developmental Disabilities 31 (1), 37–48. https://doi.org/10.1177/1088357614525435
]Search in Google Scholar
