Irvine, Brian; (2023) A framework for Specialist (Autism) Mentoring in UK universities. Presented at: ITAKOM 23, Edinburgh, UK.

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Abstract

Universities in the UK have seen a remarkable increase in the number of autistic students. These students can receive funded Specialist (Autism) Mentoring to “remove barriers to learning”. Prior research recounts barriers, challenges, and cultures of success that autistic students encounter but little on the transformative journey of Higher Education. A guided diary format was developed from questions posed by mentees as autistic hypothesisers. 28 mentors, of whom 8 themselves were autistic, kept diaries over the academic year 2020/21. Adding to themes of prior research, a process of framing and reframing emerged as a key pillar of mentoring autistic students through diagnostic framing, prognostic framing, and motivational framing. The addition of a motivational aspect positions Specialist (Autism) Mentoring akin to the frame alignment of social movements. Through the nurturing of advocacy autistic students are not simply inducted into university culture, they are equipped to change it.

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