The experience of autistic students at a private Chilean university: Facilitators and barriers

Abstract Considering the high dropout rates of autistic students and the recent Law No. 21545 which guarantees the rights of people with autism spectrum disorder in Chile, this study seeks to identify the facilitators and barriers that autistic students encounter in higher education. To do this, autistic students were interviewed about their higher education experience, with questions guided by the principles of activity theory. Using inductive thematic analysis, facilitators and barriers were identified. Among the facilitators, we identified the use of noise‐cancelling headphones, having a social network, and the institution's efforts to foster an inclusive atmosphere. Regarding barriers, we identified a lack of knowledge about autism in the university community, frequently unguided group work, unclear assessment instructions, and the lack of procedures to ensure their rights to reasonable adjustments. It is expected that these findings will guide universities in Chile toward ensuring students on the autism spectrum receive fair opportunities in an inclusive environment where they can achieve success.