ABSTRACT

In autism research, the impact of the hidden curriculum within higher education remains neglected. The published experiences of undergraduate and postgraduate students with Autism Spectrum Disorder indicate that social issues present a universal problem for this demographic. By being less able to take advantage of the social aspects of their courses, such as interactions with peers and supervisors, autistic students could be left at a disadvantage in their current studies and beyond. Opening formal research questions into the impact of the hidden curriculum on the learning experience of autistic students in higher education are required to highlight this issue. Investigating the most effective forms of hidden curriculum access could provide better insight into how support can be personalised to the needs of these students.

摘要

在自闭症研究中，高等教育中隐藏课程的影响仍然被忽视。已发表的患有自闭症谱系障碍的本科生和研究生的经历表明，社会问题对这一人群来说是一个普遍问题。由于无法利用课程的社交方面，例如与同龄人和主管的互动，自闭症学生可能在他们目前的学习和以后的学习中处于劣势。需要对隐藏课程对高等教育中自闭症学生学习体验的影响提出正式的研究问题，以突出这一问题。调查最有效的隐藏课程访问形式可以更好地了解如何根据这些学生的需求个性化支持。