ABSTRACT
College faculty and professional staff play a critical role in the success of students with disabilities in general and those on the autism spectrum in particular. Faculty who view neurodiversity from a strengths perspective and are familiar with the strengths and characteristics associated with students on the autism spectrum are better prepared to offer the accommodations and supports that can lead to student success. Faculty with limited or inaccurate knowledge of autistic students may be unwilling or unable to provide the necessary supports. Faculty were most positive about students with physical disabilities and least positive about those with mental health issues. Faculty and staff need to know the legal mandates surrounding disability rights and that they are supported by their university leaders and colleagues to implement accommodations and supports for autistic students as a civil right.
