Embracing Autism: A Late Diagnosis Perspective

Alexandria Alma received her autism diagnosis later in life than many others. While physicians can diagnose autism as early as two years old, she was already a student at Central Michigan University, pursuing a degree in biology when she learned about her diagnosis.

From a young age, she sensed that she was different from her peers. It wasn’t until she met an Autistic adult that she realized a diagnosis might provide answers to the questions she had about herself. Although the journey to her diagnosis was challenging, she eventually received the confirmation she needed.

Upon learning about her diagnosis, she cried. For most of her life, she had thought of herself as defective. “I realized that I wasn’t a broken, normal person,” she reflected. “I was a normal, Autistic person.” This newfound understanding shifted her perspective and helped her embrace her identity.

At the time of her diagnosis, two significant developments were occurring on campus. A group of students was forming the Autism Spectrum Club, while faculty and staff members were establishing an autism support group called iInteract. Annmarie Bates, a speech-language pathology master clinical educator with the Herbert H. and Grace A. Dow College of Health Professions, was passionate about facilitating a peer-to-peer support group that paired neurotypical students with those on the autism spectrum.

To launch this initiative, Bates held a focus group with Autistic students, and Alma, who was already the president of the Autism Spectrum Club, participated in the discussion. The findings from the focus group were surprising and eye-opening.

“Everything we thought they’d want is nothing they wanted,” Bates admitted.

Alma had previously participated in a similar program in high school, where she served as a neurotypical peer. She observed a power dynamic that favored the neurotypical participant, which often left Autistic students feeling sidelined. The focus group revealed that what Autistic students desired was different from what the facilitators had assumed. Instead of a dynamic that centered on neurotypical peers leading the way, they wanted a peer support group where older Autistic students could guide underclassmen in navigating the challenging path toward college success.

Only about a third of Autistic students who begin college go on to successfully obtain their degrees, a statistic Alma discovered while conducting her Honors capstone project on autism and academic success. She emphasized that overcoming academic barriers is not the only crucial aspect; it’s equally important to address social, emotional, and mental health challenges associated with autism. For instance, she pointed out that sensory overload in classrooms can be a significant issue for Autistic students. Additionally, they often find it harder to build relationships with professors and can struggle with the daunting task of job interviews.

Members of the Autism Spectrum Club have taken the lead on campus, working to create a more welcoming environment for Autistic individuals. They have established designated rooms where students who are feeling overwhelmed can find peace and regain their focus. The iInteract group plays a vital role in this initiative, comprising staff and faculty from various departments across the university. Currently, Alma serves as the student representative, contributing her perspective to the collaboration.

“It’s been a really cool collaboration,” she said, highlighting the importance of teamwork in creating an inclusive campus environment.

Alma emphasized that it isn’t material possessions that Autistic students desire. What they truly seek is a sense of belonging within the Central Michigan University community. “I think most of us just want to feel seen,” she shared, underscoring the emotional connection that is vital for all students.

Two original members of the Autism Spectrum Club have since moved on to other higher learning institutions in Michigan. They have reached out to Alma for assistance in establishing support networks at their new schools, demonstrating the value of community and connection among Autistic individuals.

The ultimate goal is to ensure that Autistic individuals feel supported and have a network of people they can rely on during their college journey. “That way, no one has to go to college and feel alone,” she said, encapsulating the spirit of the support groups being developed.