STUDENTS WITH AUTISM SPECTRUM DISORDER IN HIGHER EDUCATION

ADMISSION AND RETENTION

Abstract

This article aimed to discuss and analyze how the admission and retention of students
diagnosed with Autism Spectrum Disorder (ASD) in higher education occurs and how this
process affects their psychosocial and behavioral development. The topic contributes to the
construction of knowledge as a science and seeks to verify whether the rights guaranteed by
educational policies are being upheld. A literature review methodology was used, analyzing
articles, theses, and dissertations that highlighted individual or collective experiences of autis
tic students in universities. The results show the erasure of individuals with ASD, whether by
personal choice or due to a lack of guidance and encouragement from institutions. Regarding
social interactions, it was noted that, generally, although students form bonds, they face diffi
culties when establishing deeper relationships. Finally, the study highlights the need for specialized training for the academic community to help them understand and identify the needs and
specificities of students with ASD, thereby contributing to their academic success.