This paper systematically identifies, maps and evaluates specific types of provision for autistic students published on university websites at 120 institutions throughout the UK. Within these data we identify trends in relation to geographical region, university group, and the Teaching Excellence Framework rating. We employ Nancy Fraser’s theory of social justice to unpack the reasons that underlie the differentials in provision across UK higher education institutions. Findings identify eight categories of provision tailored specifically for autistic students from ‘supporting transition to university’ to ‘social groups’ and suggest that there are institutions across the UK with evidence of more developed provision. Our data show, however, that resources and provision are not distributed equitably, raising implications for autistic students’ parity of participation in higher education.

本文系统地识别，映射和评估在英国120个机构的大学网站上发布的针对自闭症学生的特殊类型的服务。在这些数据中，我们确定了与地理区域，大学群体和“教学卓越框架”评级相关的趋势。我们采用南希·弗雷泽（Nancy Fraser）的社会正义理论，剖析了英国高等教育机构在提供方面存在差异的原因。调查结果确定了八类专为自闭症学生量身定制的服务项目，从“支持大学过渡”到“社会群体”，并建议英国各地有机构提供更完善的服务项目。但是，我们的数据表明，资源和供应没有公平分配，