Why
Campus Life is a post-secondary education program for Autistic youth with intellectual disability run by the Centre for Inclusive Supports.
In this research study, we evaluated Campus Life to better understand and support Autistic youth with intellectual disability during their transition to adulthood in Australia. We wanted to find out how inclusive post-secondary education experiences can positively impact their lives, including their self-determination, relationships and job opportunities. This information can help us provide better support and opportunities for this group.
How does the Campus Life program impact the lives of Autistic youth with an intellectual disability?
The research
What we learnt
Interviews with parents and staff revealed four key themes:
1. A supportive and structured environment
“We had significant refusal in his last year of school, where he would refuse to go two or three days a week, and we haven’t had any refusal at Campus Life. He’s just been very happy to get in the car and head off.” Parent
“They really want to help from the heart, and he really feels that everyone’s energy there is supporting him … he feels very safe there, I can tell.” Parent
2. Growing into independence
“Going to the front counter at shops now and serving himself … now he can do that independently.” Staff
“He finished high school having written work that was very clearly done hand-over-hand for him … Here, it’s much more obvious that he can take the initiative himself.” Parent
3. Finding confidence in connection
“Coming out of their shells … very reserved and quiet at the start and then sort of opening up and communicating more.” Staff
“And just the fact that they’re actually happy to come in and they really want to see their friends, that’s probably the biggest difference that we see in the first year.” Staff
4. Uncertain access to a valued opportunity
“Campus Life used up quite a fair bit of his NDIS plan, so I’m not sure that we’re going to be able to have funding to cover it for next year.” Parent
When funding for the year was exhausted: “He didn’t like not going. He said, ‘I want to go back to Campus Life, I want to go back.’ Like, he really wanted to go back because it felt like it was just stopped all of a sudden.” Parent
Making a difference
Campus Life presents a transition model that differs from traditional employment-focused programs by emphasising social connection, routine and participant-driven engagement. These findings contribute to broader conversations on designing transition programs that reflect the priorities of Autistic youth with intellectual disability. Moving forward, continuing to engage participants and their families in shaping the program’s future will be essential to maintaining its relevance and effectiveness.
Research team
Dr Chris Edwards, Aspect Research Centre for Autism Practice (ARCAP)
Dr Abbey Love, ARCAP
Dr Ru Ying Cai, ARCAP
Dr Katie Brooker, Mater Research Institute – University of Queensland
Professor Elizabeth Kendall, Griffith University
Dr Vicki Gibbs, ARCAP
Started
2024
Ends
2025
Funding
Australian Government Department of Social Services: Strong and Resilient Communities – Inclusive Communities Grant