Table 2.

Group 2: Programs, measures, and support actions for university students with disabilities.

Authors	Objectives	Key Findings
Anastopoulos et al. (2021) [25]	Examine the effectiveness and feasibility of a cognitive-behavioral therapy program called “ACCESS—Accessing Campus Connections and Empowering Student Success” in university students with Attention-Deficit/Hyperactivity Disorder (ADHD).	No improvements in depression and anxiety were observed through latent growth curve analysis. RCI (reliable change indices) analyses indicated that ACCESS participants immediately showed significant decreases in general ADHD symptomatology and were less likely to report worsening symptoms of depression/anxiety.
Kim and Crowley (2021) [26]	Understand the perspectives and experiences of autistic university students with Disability Services Offices (DSOs) and the available support services from these DSOs in higher education institutions in the United States.	Students expressed both positive and negative experiences with the academic and non-academic support provided by DSOs. Staff in DSOs were perceived to lack specific knowledge about Autism Spectrum Disorder (ASD) and were often inaccessible.
Meeks et al. (2022) [21]	Identify the proportion of requests for academic accommodations in different disability categories.	Of students with disabilities, 51.8% requested accommodations (for cognitive disability, chronic health, and motor/sensory and cognitive disabilities). A total of 36.1% reported not needing accommodations, and 12.1% did not request them for reasons other than not needing them.
Smith et al. (2019) [27]	Identify specific areas of distress associated with the accommodation request process and explore individual differences related to the visibility of the condition.	Students with non-apparent disabilities related to mental health reported significantly higher distress when disclosing and more negative interactions with peers than students with apparent conditions or non-apparent learning difficulties.
Sturm and Kasari (2019) [28]	Deepen the understanding of the population of individuals with ASD to provide valuable insights to higher education institutions seeking to respond to the increasing need for support services for individuals with ASD.	University students with ASD reported overall similar rates of ADHD, learning disabilities, and comorbid psychological disorders compared to clinic-referred samples, being more similar than different from their typically developing peers. A comorbid diagnosis of ADHD was associated with higher academic detachment. Women with ASD and those with any comorbid disorder were more likely to report poorer psychological health.