1) Reduced dependency on the telephone and, if possible, on in-person consultations for bureaucratic purposes. There is no technological reason why monitoring an e-mail or IM account in real time should be any more difficult for a competent staffperson than monitoring a telephone and a physical desk in real time. (If it increases the volume of incoming requests to the point where one staffer can't handle them, this reflects a demand for an additional staffperson, not a need to bottleneck the communication.) I would have had an easier time making use of my school's campus services if I didn't have to use the telephone or take a hike to get attention from them.
2) This.
3) If complicated forms are necessary for whatever reason, attach a diagram or a glossary or something explaining what each field in the form is for.
4) Encourage the distribution of written materials to accompany spoken lectures. I have enough audio processing trouble that I was often lost save for the out-of-context bullet points on my teachers' slides, or if it was a small class so I could ask for things repeated, I wasted everyone's time asking for repetitions of sentences that I would have been happy to just read on a handout.
3) If complicated forms are necessary for whatever reason, attach a diagram or a glossary or something explaining what each field in the form is for.
I think this would be helpful generally.
If you're going to improve forms that way, test what you're doing on people, don't just guess about what's needed.
Smith College is considering trying to make itself more attractive to smart students on the autism spectrum. I would be grateful for suggestions on how to do this from autistics who read LessWrong. You can write comments here or if you wish to remain anonymous send them to me at Jdmiller@Smith.edu