The purpose of this research was to explore how Canadian higher education leaders, faculty members, and professional staff can enhance services and outcomes for Autistic students. This study was situated within the pragmatic paradigm and employed a multilevel, sequential, mixed method design. The mixed methods approach included a total of 111 responses, namely, online questionnaires (n=74) and synchronous or asynchronous, semi-structured interviews (n=37). The sample included a total of 79

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... cipants across four stakeholder groups: university middle level leaders (n=23), faculty members (including two who were themselves Autistic, n=16), professional staff members working with Autistic students in offices such as accessibility services, equity and inclusion services, human rights, or student advocacy (n=10), and Autistic students or individuals who had experienced university studies (n=30). Six major findings emerged from this study: 1. The necessity of inclusive leadership to create the vision and inspire others to enhance services and educational outcomes for Autistic students; 2. The importance of including Autistic voices in the development of relevant, person-centred, outcomes-based autism policies; 3. The necessity of person-centred university policies to adequately attend to the spectrum nature of the Autistic condition; 4. The inclusion of a key strategy – Universal Design for Learning (UDL) and assessments – to ensure genuine and equitable teaching and learning systems that can meet the needs of the greatest number of students, particularly Autistic students; 5. The benefit of campus-wide education about autism led by and/or informed by Autistic individuals to create environmental changes that strengthens a university community's understanding and acceptance of differences; and 6. The advantage of having Autistic students integrated within higher education communities. The Waisman Model of Best Practice for Autistic Inclusion and Success in Higher Education and a set of recommendations were developed f [...]