Studying for a university degree with ASD

Yes, of course. In principle, if a person with autism doesn't have any associated comorbidities that make it difficult, they shouldn't have extreme problems succeeding in their studies or achieving anything they set their mind to, including a university degree, a job, or living a fulfilling life. Even with some comorbidities on the spectrum, such as anxiety and depression, it's still possible to achieve this goal.

The difficulties can be varied. In my case, I have a problem with executive function, and I also have to deal with two comorbidities: anxiety and depression.

To successfully complete a professional or academic project, planning, organization, and time management are essential, and these functions are somewhat impaired for me. I struggle with tasks, such as not knowing when an assignment is due or that I have an exam the next day; prioritizing tasks; and understanding questions on exams and assignments. I also have difficulty discerning what is relevant when taking notes or writing answers.

Furthermore, I would also highlight the sensory challenges posed by the environment . It's very difficult and sensory-intensive to try to listen to a professor while other ambient sounds overlap: the air conditioning, people taking notes, keyboards, the noise from the hallways… In a way, my brain isn't able to discern which sounds are important, so I have to make the cognitive effort to process them one by one. This also causes me to tire more quickly and makes it difficult to maintain sustained attention . Conversely, if I'm wearing headphones and earplugs and I concentrate too intensely, I might forget to drink water, eat, or go to the bathroom.

In addition to all this, there are other important variables when dealing with depression, anxiety, and the traumas I carry from past experiences. Even things that aren't strictly academic, such as meal planning and management, also affect academic performance.

I'm very lucky because I've met some wonderful people, which has made things much easier for me. In my first year of university, I met people who are still very much a part of my life, people I can count on at key moments, and whom I can even ask for help regulating my senses sometimes. Thanks to these friendships, I can also exchange notes and they help me understand social situations with people I don't know as well—for example, if someone has played a joke on me, or with double meanings and hidden agendas. But outside of this group, people are generally quite kind as well.

What does happen to me is that I'm quite sensitive to tense moments with colleagues. When the relationship with someone isn't smooth or positive, I try to avoid contact with them so I don't find myself in a situation I don't feel capable of handling properly.

The key points are planning, organization, and self-awareness of your own limitations. It might be helpful to do a routine drill two weeks before classes start to get used to the schedule. It can also be useful to visit the campus and faculty beforehand , locate your classes, and find places to go in case of a crisis (I try to find dark places with minimal visual, auditory, and light stimulation). And contact the university's support services beforehand; it's better to have these resources available and not need them than to have to deal with them in the middle of a crisis or an unfavorable situation. Another good practice is to use the course syllabi that each professor publishes, which include course materials, structure, and assessment methods, and contact the professor by email if you have any questions.

Even with all this, things might not go well. In fact, it's quite likely. The most important thing is to be aware that it won't be easy , especially during the adjustment period. It's not about doing everything perfectly; it's about progressing according to your own abilities. Attending every class isn't necessary; the important thing is to be organized for important events: assignments, exams, required seminars, etc. There's a saying among university students: "A five is also worth six credits."

In the specific case of the UAB, there is a network of services centered around the PIUNE (Program for the Inclusion of University Students with Special Needs) . This service provides guidance and facilitates the process of requesting accommodations from the teaching staff at your faculty. They can also assist you in deciding which courses to choose, managing administrative procedures, and more. Additionally, there is the role of a peer mentor , a classmate who can earn credits in exchange for sharing notes and providing brief training. My current accommodations include being able to use earplugs during exam periods, taking breaks when needed, the freedom to leave class, access to tutorials, and much more. PIUNE also connects you with other university services, such as the Pedagogical Support Service (UAP) and the Mental Health Service .

Although these services exist, it might be more helpful to have a specific program that activates a protocol to offer them to individuals with autism. In fact, there are also people with ASD who are unaware that they need this support (myself included), and this makes it difficult for them to receive accommodations.

My experience, despite being positive with all the professors I've had during my degree, tells me no. I often notice a great willingness to help, but neither the professor nor I know what I really need or what adaptations are most appropriate. Somehow, the faculty doesn't have enough information to deal with autism, or at least that has been my perception. I'm not aware of any guides for professors on how to work specifically with people with ASD. And university materials aren't visually adapted either, so the articles or texts I receive are mostly just text without visual support. I think the burden falls excessively on the professors.

First, a specific program for people with autism would be key. Through it, providing guidance and consolidating the various services already offered by the university would greatly facilitate each student receiving the support they need, even if they are unaware of their difficulties. Second, it might be beneficial to establish a support group supervised by professionals. This would make it easier for students to navigate social situations and to identify, discuss, or even resolve problems more easily. Finally, creating spaces where students can escape the frequent and overwhelming stimuli of their environment would also be ideal. I don't know to what extent everything I'm asking for is feasible, but I hope that when I experience extreme anxiety and need dimmer lights and less movement, visual noise, and sound, I would have these spaces available.