Articles | Volume 53
https://doi.org/10.5194/adgeo-53-33-2020
https://doi.org/10.5194/adgeo-53-33-2020
23 Apr 2020
 | 23 Apr 2020

Challenges and solutions for autism in academic geosciences

Nicola C. Taylor and Jessica H. Johnson

Data sets

HE academic staff by disability and employment function 2014/15 to 2017/18, HESA https://www.hesa.ac.uk/data-and-analysis/staff/table-5

HE qualifiers by subject area, principal subject, level of qualification obtained, mode of study, disability marker and academic year HESA https://www.hesa.ac.uk/data-and-analysis/students/table-33

HE full-time academic staff by cost centre and contract salary 2016/17 HESA https://www.hesa.ac.uk/data-and-analysis/staff/table-16

UK domiciled student enrolments by disability and sex 2014/15 to 2017/18 HESA https://www.hesa.ac.uk/data-and-analysis/students/table-15

Doctorate recipients, by field and disability status: 2017, Women, Minorities, and Persons with Disabilities in Science and Engineering NCSES https://ncses.nsf.gov/pubs/nsf19304/data

Major field of undergraduates, by disability status: 2016, Women, Minorities, and Persons with Disabilities in Science and Engineering NCSES https://ncses.nsf.gov/pubs/nsf19304/data

Science, engineering, and health doctorate holders employed in universities and 4-year colleges, by occupation, disability status and faculty rank: 2017, Women, Minorities, and Persons with Disabilities in Science and Engineering NCSES https://ncses.nsf.gov/pubs/nsf19304/data

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Short summary
Researcher diversity promotes research excellence. Autism is a disability that is under-represented within higher education, despite many autistic individuals having attributes that are conducive to research excellence. Focusing on geosciences, we evaluate why academia can be inaccessible, and propose simple strategies that can reduce and remove barriers to academic success. Minor changes can make significant differences to the inclusion of disabled researchers, particularly those with autism.