I reviewed the practice of 11 years of ‘Campus Supporter’ activities, which are peer support activities
at the university, and found the necessity of setting clear objectives.　Additionally, it became
clear that it was necessary not to separate students with/without Developmental Disorder in the support
system.　The introduction of these peer viewpoints is thought to be effective in the support of
college students with Developmental Disorder (or suspected) who have problems in the development
of social skills.　I proposed a new model of support system for college students with Developmental
Disorder (or suspected).