Preparing Youth with Autism Spectrum Disorder for Adulthood A Transition Toolkit for Educators 

UNIT 3.7: Postsecondary Education

Key Questions

• What is preparation for postsecondary education and training?
• Why prepare youth for postsecondary education and training?
• What components are needed to prepare youth with ASD for postsecondary education and training?
• Is postsecondary education and training for all youth with ASD? 
• When should I start preparing my student(s) with ASD for postsecondary education and training?
• What knowledge and skills are needed to prepare youth with ASD for postsecondary education and training? 
• Who prepares youth with ASD for postsecondary education and training?
• What are the postsecondary education and training options for youth with ASD?
• How do I determine appropriate postsecondary career and amployment goals with my student(s) with ASD?
• How will postsecondary education and training programs decide what accommodations to provide?

Appendices

• Appendix 3.7A: Online and Other Resources 
• Appendix 3.7B: Sample Timelines for Postsecondary Education/Training
• Appendix 3.7C: Glossary of Terms

By Phyllis Coyne 

Preparing youth with Autism Spectrum Disorder (ASD) for postsecondary education and training is a primary purpose of K – 12 education. In order to assist educators to lead teams in developing an effective process to prepare students with ASD for education and training, this unit of The Expanded Core Curriculum provides basic answers to commonly asked questions and links to comprehensive resources about different aspects of preparation for education and training beyond high school and transition programs.

This is a resource for you and is designed so that you can return to sections of the unit, as you need more information or tools. You do not need to read this unit from beginning to end or in order. Feel free to print this unit for ease of reading or as an accessible reference. You will get the most from this unit by also using the online features. Links to questions, appendices and online resources are provided so that you can go directly to what is most relevant to you at the time. 

Please be aware that the transition to successful postsecondary education for youth with ASD also requires instruction in the other areas of the expanded core curriculum. Information and resources on how to address the underlying characteristics of ASD, which are relevant to postsecondary education, are provided in Unit 3.1: Communication, Unit 3.2: Social Skills, Unit 3.3: Executive Function/Organization, and Unit 3.4: Sensory Self-Regulation. Information and resources to address other critical areas of the expanded core curriculum are provided in Unit 3.5: Self Determination, Unit 3.6: Employment, and Unit 3.8: Independent Living.

What is preparation for postsecondary education and training?

Preparing for postsecondary education and training is an individual and multi-year process of general education, special education and related services to develop the knowledge and skills youth with ASD will need to reasonably enable them to reach their postsecondary goals for education and/or training.

Postsecondary education and training is any education or job training after school services end. According to the National Secondary Transition Technical Assistance Center (NSTTAC), it includes:

(a) community or technical college (2-year program),

(b) college/university (4-year program),

(c) compensatory education program,

(d) a high school completion document or certificate class (Adult Basic Education, General Education Development),

(e) short-term education or employment training program (Job Corps, Vocational Rehabilitation), or

(f) vocational technical school, which is less than a two-year program.

As can be seen above, postsecondary education and training can be provided in a variety of settings. Training may also include apprenticeship programs and other on-the-job training programs.

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Why prepare youth for postsecondary education and training?

Postsecondary education and training can be advantageous for individuals with ASD in numerous ways. The National Council on Disability (2004) stated that “higher education is key to the economic prospects and independence of youth with disabilities.” Postsecondary education and training offer opportunities for individuals with ASD to increase academic learning, knowledge of careers, self-determination, independent living, skills for living with others, and social interaction, particularly related to key interests. Being a college student is a valued social role that increases the likelihood that individuals will have a good quality of life and decreases the likelihood that they will be maginalized. College graduates with ASD have commented that they have gained a greater understanding of social rules and a better ability to communicate (Larsen, 2008).

A primary goal for some students with ASD is to develop skills for a career and complete a program with a degree or certificate. Education and training helps develop talent and interests that can contribute to career and employment success. There is a positive relationship between any level of college participation and positive employment outcomes (Giral, 2009; Migliore, Butterworth, & Hart, 2009).   Researchers examining postsecondary education/training for individuals with ASD have found both improved employment and self-determination outcomes (Grigal, 2009; Hart, and Zimbrich, & Parker, 2005; Migliore, Butterworth, & Hart, 2009; Zafft, Hart, & Zimbrich, 2004). Students with disabilities who graduate from college exhibit similar employment rates and annual salaries compared to their counterparts without disabilities (Madaus, 2006; National Center for Education Statistics 2000).

Because of the contribution of postsecondary education/training to gainful employment, participating as a member of a community and realizing a high quality of life, IDEA 2004 includes preparation for the transition to postsecondary education/training as a goal area. To comply with the regulations and law, the Office of Special Education Programs (OSEP) is recommending that students have at least one measurable postsecondary goal that covers the domain of education or training (J. B., personal communication, 2011). This may include, but is not limited to, goals for short-term employment training (e.g., Vocational Rehabilitation, Job Corps), vocational technical school, and two- and four- year college or university.

IDEA 2004 further emphasizes the importance of education by requiring schools to provide transition services “…that focus on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education… continuing and adult education…” (300.320(b)). Therefore, the transition plan should include the steps and processes needed to ensure that the youth is well prepared to enter desired postsecondary education or training.

Increasing numbers of youth with ASD are entering postsecondary education/training. The National Longitudinal Transition Study-2 revealed that more than half those with ASD (58%) were reported to have enrolled in some type of education since leaving high school (Newman, L., Wagner, M., Cameto, R., & Knokey, A. M., 2009). More than half of the enrollees with ASD (60%) had enrolled full time and 91% enrolled “steadily” during the school year instead of “off and on”. The highest percentage of these young people with ASD (38%) was enrolled in a 2-year or community college. Nine out of 10 students with disabilities who were enrolled in postsecondary school (89%) asserted that they were “working toward a diploma, certificate, or license”.

Despite these promising numbers, too many young people with ASD are experiencing limited success and exiting postsecondary education/training without completing their programs (Greene, et al., 2000; Howlin, 2003; Howlin, et al., 2004). For instance, only 25% of students with disabilities received an associate degree after five years at a community college (Burgstahler, Crawford, & Acosta (2001) and 29% graduated or completed their programs when all types of postsecondary programs were considered (Newman et al., 2009).

Those who begin, but fail to graduate or complete a program frequently do not realize the economic benefits associated with enrollment in postsecondary education. While this is important, the increased anxiety and/or depression and major setbacks in learning, self esteem and independence often experienced by young people by ASD, if they cannot handle the demands of the postsecondary education/training environment, can be more serious. Some of these students have experienced acute mental breakdowns, because they were not prepared for the situation or it was not a good fit for them.

Youth with ASD enrolled in postsecondary education/training may experience a host of challenges. Even being bright, talented in one particular area, or being included in general education classes are not enough to succeed in a postsecondary education/training environment without appropriate preparation. Success in postsecondary education/training for youth and young adults with ASD will require extensive transition planning and services because of underlying issues directly related to ASD, such as challenges in communication, social interaction, executive function/organization and self-regulation. Therefore, the IEP transition team needs to give careful and individualized consideration for the preparation of youth with ASD for postsecondary education/training beyond academics. These youth with ASD need direct instruction in a range of skills and supports in order to prepare them to succeed both in learning and in transitioning to education/training environments, where more is expected of them.

The organizational and social aspects of college are almost always more problematic than the academic content. Too often bright students with ASD are accommodated rather than taught skills. For instance, Gabe was a bright student who learned quickly and was in advanced placement calculus and physics in high school. Since his exceptional performance on tests and work during class demonstrated that he thoroughly knew the content in classes, teachers were not concerned that he rarely turned in homework assignments. When his university professors expected him to follow the course syllabus and complete assignments, he did not have the organization and planning skills to complete assignments or projects. The lack of training and expectations in high school, also, reinforced thinking errors such as, “I know the material, so that should be enough” and “Everyone should know that I know the material, so I should not be expected to do work to show it.” Even if he had recognized his need for accommodations or help, he did not have the social or self-determination skills to request assistance. His college career latest one devastating semester.

Some adults with ASD find a fit in college and universities where intense focus on areas of interest may be rewarded and social idiosyncrasies are more readily accepted. They may succeed in graduate programs. Some go on to become professors where they are able to share their passion and extensive knowledge of a subject with others. More can benefit from the opportunities that postsecondary education/training offer when they are adequately prepared in middle school and high school.

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What components are needed to prepare youth with ASD for postsecondary education and training?

Transition planning and services need to reasonably ensure that youth with ASD are prepared for their desired postsecondary education/training and are connected to the needed adult supports. Regardless of the capacity of the youth with ASD, some key elements for preparing youth for postsecondary education/training include:

• Ongoing age appropriate transition assessments that help youth and the transition team determine the youth’s preferences, strengths and challenges and that measure the skills he needs to pursue postsecondary education/training goals.
• Individualized, measurable education or training goals for after school services end.
• Comprehensive transition services that are tailored to prepare youth with ASD for postsecondary training or education. (The transition plan specifies the steps and processes needed to ensure that the youth is well prepared to enter postsecondary education/training. Refer to Unit 1 for more information on transition planning and services.)
• Collaboration interagency transition services that will enable youth to meet postsecondary education/training goals. Community partners may include adult service agencies, employment providers, and postsecondary education/training providers.
• A course of study that is directly related to postsecondary aspirations for education/training and employment.
• Career awareness, occupational courses, paid employment/work experience to help youth to determine career interests. (See Unit 3.6 for more information on career development and skills for employment.)
• Participation, as appropriate, in the general education curriculum.
• Instruction in academic and instruction in all the skills of the expanded core curriculum-- communication, social skills, executive function/organization, sensory self-regulation, self-determination and independent living skills-- as needed. (See: What knowledge and skills are needed to prepare youth with ASD for postsecondary education and training? in this unit and Units 3.1 – 3.8 in this toolkit for more information on the nonacademic domains of the expanded core curriculum for youth with ASD)

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Is postsecondary education and training for all youth with ASD?

Yes. Postsecondary education or training is a necessary option for successful adult outcomes for youth with ASD. The regulations for IDEA 2004 (20 U.S.C. § 1400(d)) acknowledged that a primary purpose of public education for children and youth with disabilities is to “…meet their unique needs and prepare them for further education…”.   IDEA 2004, also, requires that students with disabilities have postsecondary goal for education or training based on age appropriate transition assessment. The federal Office of Special Education has clarified that the postsecondary goal may be for either postsecondary education or training (J. B., personal communication, 2010).

The type of postsecondary education or training will vary depending on the youth with ASD’s postsecondary goal(s) for education/training and employment, as well as individual strengths and challenges of the individual. The youth with ASD may want to continue his education or enter an apprenticeship or other training program. There are a variety of options for postsecondary education and training discussed in What are the postsecondary education and training options for youth with ASD? in this unit.

Although college is not always seen as a viable option for youth and young adults with ASD, students with moderate to severe disabilities can benefit from a college education and the college experience (Hart, Grigal, & Weir, 2010). The transition IEP team must be prepared to discuss the possibility of higher education for all students, not only those who are on the “college prep” track. Young adults with ASD may need to audit classes, choose courses that offer more hands-on learning, have instructors who work well with their learning style, or receive additional educational accommodations and supports. For some, participation in typical environments with nondisabled peers is the goal.

On the other hand, the transition team should not assume that all bright youth with ASD will go to college. Many youth with ASD, regardless of level of intelligence, are hands-on learners and will be far more successful in a hands-on training program than cognitively based classes in college (Winner, 2010).

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When should I start preparing my student(s) with ASD for postsecondary education and training?

Youth with ASD need all the same competencies as anyone else in postsecondary education and training program plus skills or strategies to cope with their disability. The earlier preparation for further education and training begins, the more likely the individual will be successful in further schooling or training. Going to postsecondary education and training with as strong as possible academic achievement and solid skills in the expanded core curriculum for youth with ASD-- communication, social skills, executive function/organization, sensory self-regulation, self-determination and independent living skills-- can make the difference between success and failure.

Instruction needs to start early in order for youth with ASD to learn new and expanded skills sets, find their own motivation to learn and "own" what they need to continue to work on.

The transition assessment process should begin in middle school to get students thinking about occupational choices and their implications for further education and training. Planning for postsecondary education and training should occur by 9^th grade. If a youth is college-bound, preparation should start at the beginning of high school for postsecondary learning and include postsecondary educational prerequisites like two years of foreign language, etc. in the course of study.

Focused preparation at the middle and high school level to expand skills needed to navigate postsecondary education and training environments, including self-advocacy, organizational tools, and social skills, creates a foundation for success. Waiting until the last years of high school to teach students to be responsible for organizing and managing their assignments, and establishing social relationships is too late.

Appendix 3.7B contains Sample Timelines for Postsecondary Education/Training beginning in 8th grade. These timelines are heavily weighted towards those who want to attend postsecondary education, but are also useful in thinking about training.

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What knowledge and skills are needed to prepare youth with ASD for postsecondary education and training?

The transition to postsecondary education/training can be difficult for young people with ASD. They will need many skills to be successful in addition to academic skills. Although specially designed instruction in academics will be needed by some youth with ASD, many will have more difficulty in the domains of the expanded core curriculum for youth with ASD and in understanding about postsecondary education/training.

Some areas that often require explicit instruction to increase the potential for success include:

• Skills and knowledge about postsecondary education/training
• Getting familiar with college or training environment
• Academic skills
• Communication (Unit 3.1)
• Social skills (Unit 3.2)
• Executive function/organization (Unit 3.3)
• Sensory self-regulation (Unit 3.4)
• Self-determination (Unit 3.5)
• Independent living skills (Unit 3.8)
• Technology

Skills And Knowledge About Postsecondary Education/Training

As students enter postsecondary education/training, they are expected to assume responsibility for managing their life. An understanding of the differences between high school and postsecondary education/training is necessary to prepare youth with ASD to make wise choices for successful transition. The more informed youth with ASD are about the changes in responsibility and the demands of postsecondary education/training, the smoother the transition from secondary to postsecondary education/training will be.

Without this type of preparation youth with ASD may be very confused about requirements for further education/training. For instance, Michael had weaknesses in many areas, including academics. Since his academically talented brother had received a scholarship to college, Michael expected to automatically go to college and receive a scholarship. He did not understand the diligent work his brother had done in high school or the college search, testing and application process his brother went through to get into college and to receive a scholarship. He also expected to get A’s because his brother had earned A’s. He did not understand what was required to earn a good grade, so he expected to get an A, even if he did not complete or turn in the required work. Like other youth with ASD, Michael would have benefitted from coursework or guidance on the following topics about postsecondary education/training:

• Differences between high school and postsecondary education/training
• Types of postsecondary educational and training institutions
• Types of programs and majors that are available
• How postsecondary courses and majors relate to career goals
• Student and college rights and responsibilities under the law (e.g., ADA, Section 504)
• Student self-assessment in readiness for education/training (academic skills, study skills, organization skills, self-determination skills, etc.)
• Assistive computer technology and adaptive equipment
• Student activities/support services
• Housing (e.g., dormitories, roommates, residential housing, etc.)
• The college search and finding a good fit
• Requirements to get into college/training program (admission, testing, etc.)
• Collecting the necessary information
• Application process
• College testing (ASSET, COMPASS, ACT, P-SAT, SAT, etc.)
• Disability disclosure and accommodations in postsecondary education/training
• Knowing which accommodations one needs for postsecondary education/training
• Costs of education/training (tuition, books, food, living expenses, etc.)
• Funding education/training and applying for financial aid
• Services available through adult human service agencies
• Determination of credit load and course selection

Links to a variety of instructional materials on these topics can be found in Appendix 3.5A under Instructional Material. For instance, Going to College is divided into three modules: 1) My Place, 2) Campus Life, 3) Planning for College. Each module contains subtopics with information, activities and online resources. Videos of students who have disabilities talking about their experiences in college are supplied in each section.

Getting Familiar with Education or Training Environments

Youth with ASD do not do well with change, so beginning to expose them to education and training environments and the types of experiences they will have there while they are still in high school is advantageous. If the young person with ASD is already familiar with the environment, the transition is likely to be easier.

Some experiences to help youth with ASD become familiar with college and university environments include:

• Doing virtual tour(s) to orient to campus before a visit. Many schools offer virtual campus tours on their websites (check the prospective or future student link on most schools' home pages). Several websites like Campus Tours and E-Campus Tours offer short online tours or link you to photos from the college website.
• Touring colleges.
• Taking a college-level course at a community college or university during high school.
• Becoming familiar with the campus before classes start by visiting several times, attending orientation activities provided for new students, and checking out social and recreational opportunities.
• Visiting the bookstore and obtaining information on books/supplies.
• Obtaining a “who’s who” list of key staff at the college.
• Visiting the Disability Services Office at the college.
• Experiencing the mode(s) of transportation the student will be using to get to/from and around the campus.
• Experiencing living on campus for a summer program. If that is not possible, attending conferences or camps. Some young people with ASD have never been away from home overnight and are overwhelmed by the experience in a dormitory or other residential living situations.

Academics

If postsecondary education and attaining a degree, certificate or license is a goal, youth with ASD will need foundation coursework and knowledge needed for understanding concepts and skills presented in college. The transition plan should include preparatory work for proficiency tests and assessments, such as the SAT or ACT. In addition, the transition planning process should help identify the youth with ASD’s academic strengths to better determine a match between his interests and a school.

Not all postsecondary education or training options require this level of academic achievement. For examples, see: What are the postsecondary education and training options for youth with ASD? in this unit.

Participation in general education. The National Secondary Transition Technical Assistance Center has determined that participation in general education is a predictor of meeting postsecondary goals. For instance, one study found that students with disabilities who participate in the general education curriculum were 5 times more likely to participate in postsecondary education (Baer et al., 2003). Therefore, academic instruction in general education is recommended, as appropriate.

Youth with ASD may need extra assistance or specially designed instruction in academics. This may be achieved in a number ways, but the appropriate manner will depend on the youth and his individual needs. “Push in”, an approach in which special education teachers team to provide instruction in general education classes, can be effective for youth with ASD. Electives designed to assist in academics, particularly those provided through special education can be used to address academic areas of weakness in middle and high school. Since tutoring may be available in college, trying tutoring to determine if it is a useful approach for difficult subjects during high school is important. Adapting Instructional Materials and Strategies provides excellent suggestions for supporting the academic development of youth with ASD. 

If a youth with ASD has a 1:1 instructional assistant to enable him to participate in the general education curriculum and he wants to attend college to get a degree, certificate or license, the assistant should be carefully faded during middle and high school. Rather than rely on a person in every class, the youth will need to know accommodations he needs and how to use them in college.

Some youth will ASD will have a goal to attend postsecondary education or training that requires less academic skills. A subset of these youth may learn functional academics and not participate in the general curriculum.

Learning style

Youth with ASD share a common learning style to varying degrees. Sigel (2010) has identified the following key elements.

• Good visual-motor-spatial ability (e.g., takes things apart and puts them together; understands diagrams and maps).
• Good Procedural Memory (e.g., prefers routines; anticipates exact sequence of events leading to desired outcomes; formal style required for academic essay writing or technical writing may be a strength).
• Good Auditory Memory/ Poor Central Auditory Processing (e.g., memorizes strings of information or books without understanding full meaning; difficulty processing lectures).
• Good memory for factual information.

Due to this learning style, many youth with ASD will do best in courses that draw on factual memory and/or visual perceptual skills. These strengths can result in success in college and in some advanced graduate programs, in fields such as science and research, engineering, computer technology, library/information science and geography.

Academic challenges. An uneven pattern of skills and deficits is a well-documented characteristic of students with ASD (Mesibov, 2009). For instance, a student with ASD can have the extraordinary ability to see spatial relationships or understand numerical concepts but be unable to use these strengths because of organizational and communicative limitations.

Although some youth with average and above IQs may do well academically, an average or above IQ does not guarantee that youth have academic skills commensurate with their age. Venter et al. (1992) found that adolescents and adults with ASD with IQ’s over 90 obtained academic achievement scores below age level on all of the achievement subtests except reading/decoding (i.e. they showed deficits in reading comprehension, spelling, and basic computation skills). This group needed specially designed instruction for the academic subjects that were problematic.

Howlin et al (2004) found that the subgroups of young adults with ASD who had average intelligence and “very good” postschool outcome also had very good skills in all but reading comprehension. The subgroups obtained the following age equivalents: reading accuracy, 12.2 years, reading comprehension, 10.5 years, spelling 13.5 years.

Although Howlin et al’s subgroups with “very good” postschool outcomes may not have required specially designed instruction in reading comprehension, many youth with ASD will need specially designed instruction focused on reading comprehension. Reading that requires abstract verbal reasoning, flexible problem solving, and/or social reasoning may always be more difficult for young people with ASD to comprehend.

Communication and Social Skills

For many young people with ASD, navigating the social environments of a college or training environment may be the most challenging aspect of the experience (Shea & Mesibov, 2005). There are many new social situations, including roommates, group activities, clubs, fraternities, dating, drinking, and parties. One young man said that a major reason that he decided not to proceed with his college application was because of his anticipation of the social difficulties.

However, with guidance and practice in social pragmatics, students with ASD are successfully maneuvering the complex social landscape in postsecondary education/training and making social connections and friendships (Abele, 2009; Attwood, 2006). Providing instruction in social understanding and skills can help prepare young people with ASD to be more confident in negotiating social environments. Unit 3.2: Social Skills of this toolkit provides extensive information and resources for instructing youth with ASD in social understanding and social skills.

If functioning in group situations is a challenge, then seminars and discussion groups will be difficult. Youth with ASD need to be taught skills or how to use alternative modes of communication to compensate when stress is too high to use their usual communication skills. For instance, Dawn readily held conversations with friends 1:1 in low stress situations, but was too anxious to communicate verbally in a group situation, such as a class. She learned to use a voice output device in middle school to participate in discussions and to ask questions in class that she continued to use in college. More information on alternative/augmentative communication is provided in Unit 3.1: Communication of this toolkit.

Success in postsecondary education and training requires that youth with ASD are able to communicate their needs for accommodations. The communication and social interactions inherent to requesting accommodations are difficult for young people with ASD. They need to learn how to communicate their need for accommodations before it is required in adulthood.

Advantages of ASD and college environments. There are advantages to ASD and college environments. One is that, unlike their neurotypical peers, a busy social life seldom interferes with the studies of young adults with ASD. Another is that idiosyncrasies are often accepted more readily on college campuses. Organizing one’s social life around special interests or passions through a program major or through formal and informal social groups is generally accepted in the college environment. Some young people with ASD find a peer group at college for the first time in their lives. College graduates with ASD have commented that they have gained a greater understanding of social rules and a better ability to communicate.

Executive Function and Organization

Youth with ASD who have significant executive function issues, such as difficulties in organizing, time management, and problem solving, may experience major challenges in setting goals for postsecondary education or training, selecting specific programs and completing the application process. Challenges in executive function can create even more problems as the young person enters postsecondary education and training environments where more is expected of them.

In college, students are expected to structure their own time and plan their work to meet long-term deadlines to a much greater extent than in high school. One common challenge for college students with ASD is a difficulty in managing tasks that place a high emphasis on executive functioning (Robertson & Ne’eman, 2008). The organizational aspects of college are more challenging than the academic demands (Shea & Mesibov, 2005).

Organizing assignments, managing time, setting priorities, studying off of a syllabus, breaking projects down into steps, and turning in assignments are all key skills to assist young people with ASD in postsecondary education and training. Therefore, the transition plan should include goals to develop these executive function skills and other organization and study skills before college. Even when colleges offer introductory courses that cover organization and/or study skills, students are expected to have a basic foundation.

This toolkit provides more information and resources in Unit 3.3: Executive Function/Organization.

Sensory Self-Regulation

Youth with ASD need to learn to cope with the stress of over stimulating environments (Welkowitz & Baker, 2005) and advocate for accommodations for their sensory needs. For instance, they may need to adjust to the physical environment by using sensory-limiting devices, such as sunglasses to reduce visual glare indoors and headphones to filter out background noises (Robertson & Ne’eman, 2008). They may need to request accommodations, such as a quiet room with adjustable lighting, because of difficulties with physical proximity, noise in crowded lecture halls and/or sensitivity to the lighting, or they may need to request an alternate color paper than white, because while paper hurts their eyes. More information and resources for sensory self-regulation can be found in Unit 3.4: Sensory Self-Regulation in this toolkit.

Self-Determination

Increasingly, youth with disabilities are viewed as capable of conceiving and shaping their own future (NLTS2, 2003). Youth with ASD need self-determination skills to be involved in their transition planning and to make decisions about their postsecondary education or training goal(s) as encouraged by IDEA 2004.

The same self-determination skills that youth with ASD must learn to be involved in transition planning become more important in postsecondary education and training environments. After leaving school services at graduation or age 22, obtaining needed accommodations becomes a self-initiated process under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. Once the youth has been admitted to postsecondary education or training, he is responsible for identifying himself as a person with a disability and acting as a self advocate by requesting accommodations.

Most youth with ASD will need instruction to learn to be self determined, which includes opportunities to practice self-determination skills in educational and training settings. For youth and young adults with ASD, self-determination requires knowledge and skills in:

• Choice making-- expressing own preferences for postsecondary education or training goal and making own decisions for courses, etc.
• Self-knowledge-- understanding own interests, strengths and challenges; knowing how ASD affects performance; and knowing what accommodations work for self.
• Goal setting-- identifying goals for postsecondary education or training.
• Planning-- identifying steps and developing implementation plans for accomplishing goals.
• Self-advocacy-- knowing when and how to approach disability services staff and professors in college in order to negotiate desired accommodations; knowing when and how to disclose disability.
• Knowledge of rights and responsibilities related to IDEA, ADA, Section 504, and adult services.

More information and resources for self-determination can be found in Unit: 3.5: Self Determination in this toolkit.

Independent Living Skills

Independent living skills is often an issue for young adults with ASD, particularly those living away from home for the first time. Tasks such as laundry, money management, transportation, and purchasing food take on a greater relevance than they had previously.

Skills for independent living should be developed before the young person starts postsecondary education or training in the following areas:

• Leisure and recreation, such as managing own free time/leisure time and navigating new clubs or organizations.
• Home maintenance and personal care, such a laundry, cleaning, purchasing, cooking.
• Community participation.
• Transportation/Mobility, such as getting to/from places on and off campus.
• Money Management, such as budgeting, paying bills, using credit card, etc.
• Personal Safety and Health Care, such as dealing with a doctor, if ill or needs medication prescribed.

Some of these tasks may be made easier, if the young adult lives at home or in a college residence. For instance, in college residences the need to purchase and cook is reduced by dining halls, cafeterias and canteens, but shared accommodations can be very difficult.

Technology Needs

Some youth with ASD have a natural affinity and strong skills with computers. However, there may still be a gap between technology skills needed and mastered in high school compared to those critical in postsecondary education. Youth with ASD should be exposed to and provided instruction, as necessary, in mainstream technology (e.g., Blackboard, Vista, PowerPoint, Excel) and distance education (e.g., online and blended instruction).

Assistive Technology may help some youth with ASD to compensate for their disability related issues and support individual learning and participation. For instance, technologies that could benefit students with ASD who are visual learners include: visual planner and schedule apps for phones, personal digital assistants (PDAs), IPad and IPod Touch, graphic organization software, highlighters, color overlays, word prediction, and graphing paper. Some other technologies that are also beneficial include voice output communication aids, text-to-speech software, and talking calculators.

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Who prepares youth with ASD for postsecondary education and training?

A team of knowledgeable people is essential in identifying interests and abilities, creating an individual vision for postsecondary goals for education or training, and developing the supports and services to attain goal(s). In the process many individuals may help prepare the young person for postsecondary education or training.

The following is a recommended, but not all inclusive, list of members for a transition team:

• Parents or guardians and other interested family members
• Special education teacher(s)
• General education teacher(s)
• Vocational educator(s)
• School district representative
• Transition specialist at the school
• Vocational specialist at the school
• Guidance counselor
• Speech and language pathologist
• ASD specialist
• Occupational therapist
• School psychologist
• Behavior specialist
• Vocational rehabilitation counselor from the local Vocational Rehabilitation office
• Case manager from local Developmental Disabilities office
• Postsecondary education and training providers

All team members do not need to attend every meeting. Some individuals may share a particular expertise or insight, while others may be valuable sources of specific information that helps the team plan and/or provide services. Participation may be determined by the meeting topic and agenda.

Five key roles in assisting youth with ASD to prepare for postsecondary education or training are:

• Parents/guardians and other family members,
• Transition specialist,
• Guidance counselor,
• Vocational rehabilitation counselor, and
• Postsecondary education and training providers

Parents/Guardians and Other Family Members

Parents/guardians and other family members play crucial roles in preparation for postsecondary education and search efforts. They may provide the following and more.

• Ideas about the type of postsecondary education or training the youth would like and is able to do;
• Assistance in the postsecondary education/training search process;
• Assistance with funding for education or training to prepare for employment;
• Assistance in developing a list of questions to ask schools about academics, social life and accommodations;
• Assistance in touring campuses; and
• Assistance with transportation.

Transition Specialist

A transition specialist may become involved through the public school system when transition planning begins for a student with ASD. This specialist can help the youth through activities, such as:

• Working with the youth to identify preferences and goals;
• Looking at what skills the student presently has and what skills he will need for his desired job or career;
• Recommending coursework that the youth should take throughout the remainder of high school to prepare for adult living (recreation, employment, postsecondary education, independent living);
• Identifying what supports the youth needs;
• Helping the youth assemble necessary materials for applications, such as recommendations; and
• Making connections with the adult service system.

Guidance Counselor

Youth with ASD who are thinking about postsecondary education or training need to have a relationship with their high school guidance counselor. The case manager or a paraprofessional may help with initiating and scheduling an appointment with the guidance office. Guidance counselors may:

• Help guide youth towards a good match between interests, skills and college;
• Help identify local two- or four-year colleges that offer courses in areas related to the youth's career goals
• Help youth find funding;
• Recommend scholarships;
• Remind youth of deadlines; and
• Handle communications required from the high school such as transcripts, recommendations, etc.

Vocational Rehabilitation Counselor

Vocational rehabilitation counselors from the state’s vocational rehabilitation (VR) office can be involved in a student’s transition planning while the student is still in school. Involving the VR counselor in the early years of high school is most helpful. With early involvement, the counselor can get to know the youth and family and gradually become more involved. For students who are eligible for VR, a wide variety of services may be available to assist with postsecondary education and training for employment, such as

• Evaluation of the person’s interests, capabilities, and limitations;
• Assistance in the postsecondary education/training search process;
• Assistance in developing a list of questions to ask schools about academics, social life and accommodations;
• Funding for postsecondary education and training such as
• Apprenticeship programs, usually in conjunction with Department of Labor
• Vocational training
• College training towards a vocational goal
• Transportation; and
• Aids and devices.

Postsecondary Education and Training Providers

Postsecondary education and training providers, such as representatives from 2-year community or technical college, 4-year college/university, short term education or employment training program (e.g., Job Corps), and less than 2-year vocational technical school, can:

• Help the youth explore types of education and training available
• Share information about their services and eligibility requirements
• Answer questions about options after high school
• Remind the group that lifelong learning for all individuals is important

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What are the postsecondary education and training options for youth with ASD?

There are many options for postsecondary education and training available for youth with ASD. The National Secondary Transition Technical Assistance Center has divided postsecondary education and training into the following categories:

(a) community or technical college (2-year program),
(b) college/university (4-year program),
(c) compensatory education program,
(d) a high school completion document or certificate class (Adult Basic Education, General Education Development),
(e) short-term education or employment training program (Job Corps, Vocational Rehabilitation, ), or
(f) vocational/technical school, which is less than a two-year program.

The above list is not all inclusive. In addition, training may also include apprenticeship programs and other on-the-job training programs.

Clearly, not all these options are relevant or appropriate for each individual with ASD. It is crucial is to find a match for the youth’s interests, goals, abilities and a program that can accommodate his needs to maximize the potential success. One key to finding a match is to understand the options. Each option must be carefully weighed to determine what environment best meets the educational and career needs, as well as temperament, of each youth with ASD. Therefore, this section will outline three of the most common options: 2-year community or technical college, 4-year college/university, and vocational/technical school that is less than a two-year program.

Two-Year Community or Technical College

Two-year community or technical colleges provide both vocational programs and academic curricula. These colleges offer associate degrees and certificates in various occupational fields.

The requirements to attend community or technical college are much more lenient than a 4-year school. They typically enroll individuals who have a high school diploma or the equivalent (GED certificate) or an individual who is at least 18 years old and able to benefit from instruction at the college. However, admission to some programs, such as nursing or physical therapy assistant, may be highly competitive. Once the student is enrolled at a 2-year college, which has open enrollment, there are typically placement tests to determine if remedial courses are needed.

Community colleges and some technical schools offer programs or transfer courses, particularly general education courses, that prepare individuals to continue their studies at a 4-year institution. A local community or technical college may be a good place to start, because the youth can live at home yet begin the postsecondary education process. Youth with ASD may also receive more individual attention at a 2-year college than they would at a university with large lecture halls. The trade off for young adults with ASD, who want to continue their studies at a 4-year college or university, is an additional transition to a new campus.

Community college may be a particularly good place to start for some youth with ASD, because of the many types of programs being developed for Career and Technical Education, wrap around (student) services, certificates for specific skill proficiency to help a student qualify for a job or enhanced employment opportunities, etc. The Glossary in this unit contains definitions of many approaches and certificate programs used in community colleges to develop the workforce, particularly in Oregon.

College or University Program

Many people think of college or university when they hear the term postsecondary education and, also, think of a traditional college or university program. However, there are growing options for alternative university/college programs. Youth with ASD and their transition team will need to make a choice between the options that are the best match.

Traditional College or University Program. One option is the traditional college experience on campus with supports provided through the Disability Support Services office. Some young adults with ASD can be successful in 4-year degree programs and in some advanced graduate programs, typically in fields such as science and research, engineering, computer technology, and library/information science. Some individuals with ASD may find the university environment to be such a good fit that they continue on to become professors. Others find that a traditional college or university program is not a good match.

If a youth with ASD is choosing a traditional track (i.e., a degree program) then he will be required to comply with the same admission requirements that all other students are required to address unless the college offers modified admission requirements for students with disabilities. Most 4-year colleges require a high school diploma and SAT scores to apply.

Some youth and young adults with ASD may need to approach gaining a degree in specific ways. Some may need to work towards a degree slowly by going to school part time. Others may find the campus environment too stimulating and, if they are adequately organized and have good time management, do better with online courses (distance learning).

Not all young people with ASD who want to go to college will gain admission to a 4-year school for a variety of reasons. However, like all students, they may gain access to college/university by:

• auditing courses
• taking individual courses for credit
• take continuing education classes
• taking classes in a certificate program

For some, the above way of approaching college might be better matches for their interest, learning styles and academic level. For others, it is an opportunity to become more familiar with college responsibilities and to establish abilities for future admission.

Appendix 3.7A contains links to resources with additional information on postsecondary education. For instance, Winner (2010) provides a useful list of questions to consider for students who may want to be on the degree track at college in Preparing for the Transition to Adulthood (Part 2). In addition, links to three manuals on transition and youth with ASD, which provide additional information on postsecondary education, is included in Appendix 3.7A. The first manual, Autism Spectrum Disorders and the Transition to Adulthood, has a section on Postsecondary Education starting on page 44. It offers excellent considerations for choosing a college for youth with ASD is on page 45. Chapter 5 of the second manual, Life Journey Through Autism: A Guide for Transition to Adulthood, is focused on postsecondary education. Section 7 of the third manual, Transition to Adulthood: Guidelines for Individuals with Autism Spectrum Disorders, provides timelines to prepare for postsecondary education, implications of ASD with strategies, tools and resources.

Special College Programs. Disability service offices at colleges are generally established to provide accommodations under the guidelines of Section 504 of the Rehabilitation Act and the Americans with Disability Act. The needs of some young adults with ASD exceed what is usually provided through this office. For instance, young people with ASD may need to learn how to act appropriately in classes, how to manage their course load, and how to navigate the social environment unique to college and increased independence.

As a result of these additional needs, programs are being developed on college campuses for students with ASD.   Some are specialized programs that are offered at some colleges and universities that provide support in conjunction with the services provided by the disability services office of a college or university.   Others are independent programs specifically designed for adults with ASD through both for-profit and non-profit agencies.

Many charge for their services in addition to any tuition and fees charged by the college or university. Programs operated by universities and colleges may be both less expensive and less extensive than independent programs.

Some of these programs are tutorial based programs that also offer some social skills training while others are private programs that help teach students life skills along with academic and vocational learning. Depending upon a student’s accomplishments and needs, some may need to consider locating a college/university or program that will support the ongoing support of skills on campus. Links to college programs for students with ASD in the United States can be in found under Special College Programs in Appendix 3.7A.

Dual or concurrent enrollment. The dual or concurrent enrollment option is often initiated by a school system as part of transition services to support students with ASD and ID, ages 18 through 21 years, to access college/university in their final years of transition activities. Some dual-concurrent students want to continue their education within the college or in another venue, such as another community or technical college or via adult community-education courses, after they leave the transition program and will need support to ensure that they can access adult learning opportunities after they stop receiving services from the public school (Hart & Grigal, 2009).

Mixed/hybrid program. In mixed/hybrid programs, students with disabilities are involved in social activities and/or academic classes with students without disabilities (for audit or credit). These students also participate in classes with other students with disabilities, typically life skills or transition classes. Employment experiences are offered both on and off campus. This type of program is most often part of a dual or concurrent enrollment program, but is becoming available also for young adults with ASD who are no longer receiving school services.

Substantially separate program. In this type of program, students are on campus, but are in classes only with other students with disabilities. Access to socializing with students without disabilities is part of the model (Hart, Grigal, Sax, Martinez, & Will, 2006). Employment experiences are typically in pre-established employment settings on and off campus. This type of program is also most often a part of a dual or concurrent program, but may be available to young adults who are no longer receiving school services.

Benefits of college programs. All of the approaches to college offer benefits and lead to improved employment opportunities. Some additional benefits are increased learning, increased independence, increased self-determination, positive social experiences, valued social roles, increased community participation and involvement, and participation in inclusive environments.

Less than 2-year vocational/technical school

A vocational/technical school and community college programs that result in a certificate, can be a good option for a young adult with ASD. In fact, certificate programs, in which young adults with ASD have the opportunity to focus more explicitly on his interests, have been shown to generally have more positive outcomes than other postsecondary education options. For instance, Newman et al. (2009) found that within 4 years of leaving high school, students with disabilities at vocational, business, or technical schools were more than three times as likely to have completed their programs as were those at 2-year community or technical college, and were 10 times as likely to finish as were those who had left 4- year universities. The Glossary in this unit contains definitions of many approaches and certificate programs used in community colleges to develop the workforce, particularly in Oregon.

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How do I determine appropriate postsecondary career and employment goals with my student(s) with ASD?

Selecting postsecondary goals for education or training is complex. This process involves matching interests, strengths, needs and postsecondary career/employment goals with further education or training.

Age appropriate transition assessment is necessary to help determine fitting postsecondary education or training goals and transition services. Unit 1 provides information and assessment tools for age appropriate transition assessment, including academic achievement, while Units 3.1 – 3.8 contains more specific information and assessment tools for the nonacademic domains of the expanded core curriculum for youth with ASD. Additional information on academic achievement can be gained from state or district assessments. This combined information will yield the information needed to determine preferences, interests, needs and strengths of the youth with ASD and to develop his Present Level of Academic and Functional Performance.

This information is then utilized in the discussion of education/training after high school or after the youth has aged out of public school services. The discussion may focus on one or more of the following types of postsecondary education/training (National Secondary Technical Assistance Center, 2007):

• community or technical college (2-year program),
• college/university (4-year program),
• compensatory education program,
• a high school completion document or certificate class (Adult Basic Education, General Education Development),
• short-term education or employment training program (Job Corps, Vocational Rehabilitation), or
• vocational technical school, which is less than a two year program.

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How will postsecondary education and training programs decide what accommodations to provide?

Young adults with ASD should disclose their disability at the office of student disability services and present the appropriate documentation of disability, once they are accepted to the postsecondary education or training program. Youth with ASD need self-determination skills and social skills to do so. (See Unit 3.2: Social Skills and Unit: 3.5: Self Determination in this toolkit for information and resources to achieve this.) At that time, postsecondary education and training programs will require specific documentation, which can vary by institution, to determine if the young person has a disability as defined in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Some require formal testing such as psychological testing within three years of admission. For youth with ASD who received or are currently receiving special education services, the most recent evaluation for eligibility for special education services, if it included formal testing, and age appropriate transition assessment will often provide adequate information. Because of confidentiality, youth must specifically request this information from their school. Offices of student disability services reserve the right to request additional information in order to determine eligibility and to provide appropriate and reasonable accommodations.

Some of the same information can be used for supporting eligibility and what accommodations are needed. For instance, an important part of documentation of disability and support for requests for accommodations is the Summary of Performance (SOP), which is mandated by IDEA 2004 to be provided for each student with a disability as he exits the school system. The SOP must include a summary of the student’s academic achievement and functional performance, as well as recommendations on how to assist the student to meet his postsecondary goals. The SOP provides specific, meaningful, and understandable information to the student, the student’s family, and any agency, including postsecondary schools, which may provide services to the student upon transition. The Iowa Department of Education has developed the Support for Accommodation Request form, which can be used as the basis for verifying eligibility and supporting requests for accommodations, academic adjustments, and/or auxiliary aids at the post-secondary level.

Educators will be the most effective in completing the SOP, if they understand the needs of the individual student and of young adults with ASD, in general, in postsecondary education and training environments. The needs must be considered not only for academics, but also for the underlying challenges of ASD. The following table shows just a few of the numerous possibilities.

Information and resources on supports in Unit 2: Supports and Unit 3.6: Employment in this toolkit can be used to think more deeply about what accommodations the young person with ASD will need in postsecondary education and training. In addition, Section 7 of Transition to Adulthood: Guidelines for Individuals with Autism Spectrum Disorders provides implications of ASD and strategies for postsecondary education.

Youth with ASD need to know their needs for accommodations and self-advocate for them. Appendix 3.7A provides links to a variety of tools to assist students to know more about what accommodations they need, such as the Student Activity Accessibility Checklist, a list of activities frequently encountered by students attending college. Students can use the checklist to anticipate activities for which they may require assistance; then, brainstorm solutions as to how the barriers will be addressed.

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Appendix 3.7A

Online and Other Resources

• Postsecondary Education 
• ASD and Postsecondary Education 
• Instructional Material
• Accommodations 
• Special College Programs 
• Online Videos 
• Online Training 
• Practical Books and Videos Available on Loan 
  • Books 
  • Videos 

The resources listed are available at no cost online. While terminology sometimes differs from Website to Website, the basic concepts are the same. Information is either, specific to youth and young adults with ASD or can be adapted for the individual need of the student. Some websites are listed in several sections because of their relevance to more than one area.

Please be aware that web addresses or content can change. If a web error occurs, try a web search of the title listed.

Postsecondary Education

AccessCollege: Postsecondary Education and Students with Disabilities - DO-IT (Disabilities, Opportunities, Internetworking, and Technology). This site provides links to websites designed to help faculty, administrators, and staff create accessible environments, programs, and resources for students with disabilities and to help students with disabilities prepare for and succeed in college.

Beyond Compliance: An Information Package on the Inclusion of People with Disabilities in Postsecondary Education - National Resource Center on Supported Living and Choice, Syracuse University. This information package addresses disability issues in postsecondary education.

Career and Technical Education (CTE)’s Role in Secondary-Postsecondary Transitions - This brief outlines strategies to ensure students’ successful transitions from high school to postsecondary education. It presents information on initiatives that help strengthen the transition and have a strong focus on Career and Technical Education.

Education/Training Connections - National Dissemination Center for Children with Disabilities (NICHCY). This page provides links to organizations and articles that can help IEP team members tackle the education/training question during transition planning.

Effective College Planning (2015) - WNY Collegiate Consortium and Disability Advocates. This guide provides technical assistance, timelines and activities related to the transition process.

Grants for Individuals: The Disabled - This is an online compilation of scholarships specifically for students with disabilities.

HEATH Resource Center, National Youth Transitions Center - George Washington University. The HEATH Resource Center serves as the national clearinghouse on postsecondary education for individuals with disabilities. It offers an extensive database of grants, loans, scholarships, and work-study programs that are available to students with disabilities, as well as information about support services.

Postsecondary Education in Topic Brief: Writing Transition Goals and Objectives - Connecticut Bureau of Special Education.. The objective bank in this brief can be used to help identify potential areas of skills instruction for a student. Although it provides ideas on the types of opportunities students will need in order to enhance their independence as an adult, care must be exercised to ensure that the objectives are individualized to student need.  

Resource Guide on Higher Education for People with Disabilities - Texas Council for Developmental Disabilities.. This guide provides links to many articles and other resources.

Think College! - This site provides information and resources on college options for students with intellectual disabilities..

Transition of Students with Disabilities To Postsecondary Education: A Guide for High School Educators - Office of Civil Rights. This guide provides answers to commonly asked questions about rights and responsibilities of students with disabilities in postsecondary education. 

Understanding the Role of Individual Learning Plans in Transition Planning for Youth with Disabilities - This information brief explains how schools and families can supplement the required Individualized Education Program (IEP) by using an optional Individual Learning Plan (ILP) as a tool to help youth successfully transition from high school to employment and postsecondary education.

ASD and Postsecondary Education

Autism Spectrum Disorders and the Transition to Adulthood, Virginia Department of Education - This guidebook has a section on Postsecondary Education starting on p. 44.

Bridging the Gap: Students on Spectrum Find Hope After High School - S. Blackwelder-Williams, Autism Advocate. This article describes how the College Internship Program (CIP) helped a young adult with Asperger's Syndrome.

A College Education for Individuals with Autism - S. J. Moreno. This article reviews benefits and risks of attending college for young adults with Asperger’s Syndrome.

Curriculum Overview - College Internship Program. This site provides an example of a comprehensive curriculum for young adults with Asperger's and other Differences, 18 – 26 years old, in the social, academic, career and life skills necessary for success. 

Life Journey Through Autism: A Guide for Transition to Adulthood - This manual discusses Postsecondary Education in Chapter 5 (starting on page 35).

Preparing to Be Nerdy Where Nerdy Can Be Cool: College Planning for Students on the Autism Spectrum - This page provides an article and links to other articles.

Preparing to Experience College Living, Autism Society of America - Autism Society of America. This article describes supports available on college campuses, such as tutoring and supervised study halls, and gives suggestions on fostering social interaction. The article also provides a number of things to keep in mind when considering postsecondary options. (You must register to gain access to the free downloads. Registration is free.)

Preparing for the Transition to Adulthood (Part 1) - Social Thinking. This blog by Michelle Garcia Winner addresses some aspects to consider when thinking about college for youth with ASD.

Preparing for the Transition to Adulthood (Part 2) - Social Thinking. This blog by Michelle Garcia Winner provides a list of questions to explore student readiness for postsecondary education. 

Sample Accommodations Letter for Student with ASD - This is an accommodations letter for Jim Sinclair when he was in graduate school.

Shopping For a Program Checklist - College Internship Program (CIP). This is guide to choosing a postsecondary education for students with ASD or learning disabilities.

Transition to Adulthood: Guidelines for Individuals with Autism Spectrum Disorders (ASD) - Ohio Center for Autism and Low Incidence (OCALI). Section 7 of this guide (starting on page 62) provides Timelines to prepare for postsecondary education, implications of ASD and strategies, and tools and resources.

Instructional Material

The 411 On Disability Disclosure: A Workbook for Youth with Disabilities - This site is an interactive workbook on self-advocacy and disclosure in college, the workplace, and the community.

Accommodating Adults with Disabilities in Adult Education Programs - KU-CRL Division of Adult Studies. This accommodations notebook has many useful units.

Adapting Instructional Materials and Strategies - J. Stratton. This chapter from Higher Functioning Adolescents and Young Adults with Autism provides an overview of ASD and executive skills related to academics for higher functioning youth and young adults with ASD. It offers suggestions and provides examples of support and instructional strategies for academics. 

Center on Transition Innovations (CTI) has focused on the transition of students with Autism Spectrum Disorder (ASD) into education, employment, and community settings. We have developed information and resources including webcasts, videos, and publications.

College Bound Planning - Virginia's College Guide for Students with Disabilities. This 19-page booklet provides a checklist of steps and timelines for students. 

College Planning for Students with Disabilities: Supplement to EducationQuest Foundation's College Prep Handbook - This 18- page publication for students with disabilities and parents/guardians addresses: The Importance of Self-Advocacy; Considerations During the Admissions Process; Steps to Follow Once You Select a College; and Your Legal Rights and Responsibilities.

College Prep Handbook - Education Quest Foundation. This manual is designed to help students with disabilities address their unique considerations when planning for college.

College or Training Programs: How to Decide - This article provides information for students regarding how to decide on postsecondary options.

Going Through College with Autism: Hints and Tips - L. J. Rudy. This brief article provides some advice to students with ASD just before and when first at college.

Going to College: A Resource for Teens with Disabilities - This site contains information about living college life with a disability. It's designed for high school students and it provides video clips, as well as activities and additional resources that can help you get a head start in planning for college.

Going to College Series - This site has provides units on what is needed to prepare for college. It includes video, information and helpful activities.

A Handbook of Rights and Responsibilities of an Adult Learner with a Disability - KU-CRL Division of Adult Studies. This booklet helps individuals with disabilities understand their rights and responsibilities in postsecondary education.

Individual Accommodations Model, Student Materials - KU-CRL Division of Adult Studies. This series of brochures is written to assist students with disabilities in understanding themselves; their disability; and their rights and responsibilities. The student materials include 4-fold brochures, assessment of instructional preferences and an activity accessibility checklist. Each brochure is on 1 legal-sized page (both sides). 

Internships: The On-Ramp to Employment, A Guide for Students with Disabilities to Getting and Making the Most of an Internship - This guide leads young people through the step-by-step process of finding, applying for, participating in and even evaluating an internship.

Is College For You? - This manual assists students with disabilities to make decisions about college.

The Missouri AHEAD College Guidebook - Missouri Association on Higher Education and Disability. This guidebook was written to help students with disabilities who are interested in attending postsecondary institutions.

Opening Doors to Postsecondary Education and Training: Planning for Life After High School - Wisconsin Department of Public Instruction. This handbook is for students, school counselors, teachers, and parents. It leads the reader through a process of planning for life after high school that includes making decisions, planning, and taking action.

Planning and Preparing for Postsecondary Education for Youth with HFASD - University of Kansas. This PowerPoint presentation by Beth Clavenna-Deane from the 2009 Autism Across the Lifespan K-CARTS Conference provides outcome data and recommendations for preparing youth wit high functioning ASD for postsecondary education.

Preparing for College: Tips for Students with HFA/Asperger's Syndrome - This brief provides tips for students with high functioning autism or Asperger’s Syndrome who are thinking about or attending college.

Postsecondary Education Training Modules - HEATH Resource Center, National Youth Transitions Center, George Washington University. Training modules are provided on a variety of subjects related to postsecondary education, such as Academic and Co-Curricular Accommodations in Colleges and Universities; Getting into College: What Students with Disabilities Want to Know; Knowing Your Options: What to Do and Where to Go; Opportunities in Career and Technical Education at the Postsecondary Level. Many other HEATH modules cover aspects of concern that students need to be prepared for before going to college, including independent living, getting along with faculty, and emotional support.

The Road to Post-Secondary Education: Questions to Consider - Indiana Institute on Disability and Community. The article is meant to be a first step for youth with ASD and parents interested in postsecondary education.

Self Determination Education Materials - Zarrow Center for Learning Enrichment. This website provides numerous self-determination assessments and training materials to prepare students for the self-advocacy skills they will need in work and postsecondary school settings.

Student Lounge - Disabilities, Opportunities, Internetworking, and Technology (DOIT). This site has information about resources and events designed to help students with disabilities learn more about how to prepare for and be successful in postsecondary education and challenging career opportunities. 

Students with Disabilities Preparing for Postsecondary Education: Knowing Your Rights and Responsibilities - U. S. Department of Education. This pamphlet explains the rights and responsibilities of students with disabilities who are preparing to attend postsecondary schools and also explains the obligations of a postsecondary school to provide academic adjustments, including auxiliary aids and services.

TARGET: A Self-Advocacy Strategy - KU-CRL Division of Adult Studies. This curriculum provides 13 lesson plans for self-advocacy in adult education.

Thinking and Planning Gallery - Inspiration Software, Inc. This page shows examples of graphic organizers for students to plan their work, resulting in better-organized portfolios, research projects and other projects. Link to free 30-day trial from this page.

Towards Success in Tertiary Study with Asperger’s Syndrome and Other Autistic Spectrum Disorders - University of Melbourne . This resource assists students who have Asperger’s Syndrome and other autism spectrum disorders (ASD) who are studying or intend to study at the postsecondary level.

Transition of Students With Disabilities to Postsecondary Education: A Guide for High School Educators - U.S. Department of Education. This guide provides practical suggestions that high school educators can share with students to facilitate their successful transition to postsecondary education.

Transition Training for Students - This training equips disability services offices with materials to conduct training for students at their institution. This training includes PowerPoint slides and materials

Accommodations

Framework For Documenting A Disability - Iowa Department of Education. This brief includes three steps of applying for accommodations in postsecondary education and a support for accommodation request form

Student Activity Accessibility Checklist, -University of Kansas Center on Research on Learning. This checklist contains activities frequently encountered by students attending college. Students can use the checklist to anticipate activities for which you may require assistance; then, brainstorm solutions as to how the barriers will be addressed.

Special College Programs

Achieving in Higher Education with Autism/Developmental Disabilities (AHEADD), Pennsylvania 

College-based Support for Students with Asperger's (COMPASS), Fairleigh Dickinson University, New Jersey

College Internship Program (CIP)

Kelly Autism Program's college students program, Western Kentucky University

Model College Program at Marshall University, West Virginia

Oakland University

The University of Alabama Autism Spectrum Disorders College Transition and Support Program (UA-ACTS)

University of Massachusetts Lowell, Ashleigh Hillier, PhD

Online Videos

How DO-IT Does It - DO IT. See successful practices employed by DO-IT programs to increase the success of young people with disabilities in college and careers. (35 min)

Inclusive Postsecondary Education: Living the Dream - Alberta Association for Community Living, 2006. This video shows an innovative approach to supporting individuals with intellectual disabilities at a Canadian university. 

Micah "Through the Same Door" PART 1 - Part 1 of Through the Same Door: Inclusion Includes College documents the new movement of fully inclusive education by exploring Micah’s desire for a life without boundaries. (9:01)

Micah "Through the Same Door" PART 2 - Part 2 of Through the Same Door: Inclusion Includes College documents the new movement of fully inclusive education by exploring Micah’s desire for a life without boundaries. (7:49)

Micah "Through the Same Door" PART 3 - Part 3 of Through the Same Door: Inclusion Includes College documents the new movement of fully inclusive education by exploring Micah’s desire for a life without boundaries. (9:53)

Understanding Asperger Syndrome: A Professor’s Guide - Organization for Autism Research (OAR). This video provides a concise introduction to life as a college student with Asperger Syndrome. It allows students to practice self-advocacy by identifying needed and reasonable accommodations to help them be successful. (12 min.) 

Understanding Asperger Syndrome: A Professor’s Guide (Part 1) - Organization for Autism Research (OAR). Part 1 of the first DVD in the series "Asperger Syndrome and Adulthood," this video is intended for use by college students with Asperger Syndrome to educate their professors, teaching assistants, etc. on what it means to be a college student on the spectrum and how they might best be able to help them succeed. (9:19)

Understanding Asperger Syndrome: A Professor’s Guide (Part 2) - Organization for Autism Research (OAR). Part 2 of Understanding Asperger Syndrome: A College Professor's Guide is intended for use by college students with Asperger Syndrome to educate their professors, teaching assistants, etc. on what it means to be a college student on the spectrum and how they might best be able to help them succeed. (6:21)

Online Training

Individual Supports to Increase Access to an Inclusive College Experience for Students with Intellectual Disabilities - On-Campus Outreach Training Modules, University of Maryland. This online training module provides guidance on developing an Individual Support Model (ISM) to increase access to inclusive college experiences and to improve chances for the success of students with intellectual disabilities. This module presents some of the key elements, strategies, and lessons learned from seven years of work on development of the model. 

The Nature of Effective Individualized Learning Plans and Their Promise in Supporting College and Career Readiness - This webinar describes the nature of individualized learning plans (ILPs), highlights promising ILP implementation practices, identifies how ILPs serve as a bridge in supporting both college and career readiness outcomes, and describes empirical research results related to these efforts.

Supporting Course Participation, On-Campus Outreach Training Modules - University of Maryland. This page describes potential barriers that could arise in a college class and alternate strategies that can be used to address each barrier.

Practical Books and Videos Available on Loan

Many libraries, including the ones below, have books and videos on supports for youth with ASD to loan.

Multnomah County Library (MCL)

Reference Line: 503.988.5234

Clackamas County Libraries (CCL)

Library Information Network: 503.723.4888

SRC: Jean Baton Swindells Resource Center for Children and Families

The resources are available to family and caregivers of Oregon and Southwest Washington.

503.215.2429

Below is a list of books and videos on supports for youth with ASD that can be borrowed from the sources indicated. Check with your library for additional titles.

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Appendix 3.7B

Source: Adapted from recommendations from Ohio Center for Autism and Low Incidence, Missouri Ahead College Guidebook, and Opening Doors to Postsecondary Education and Training

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Appendix 3.7C

Glossary of Terms 

Academic Accommodations. Modifications provided for a student with a disability to allow some means to show what they know without the interference of the disability

Accuplacer. Placement test used by most community colleges to determine the academic level of incoming students; covers 3 subject areas - reading, writing, and math

Adult Basic Skills (ABS). Refers to pre-college instruction divisions in Oregon community colleges that provide non-credit course instruction and remediation in adult basic education (reading, writing, and math), General Education Development (GED), and English as a Second Language (ESL). May also be referred to as ABE (Adult Basic Education).

Adult High School Diploma. An option for adult students to complete the high school diploma requirements within an Oregon community college. Students may enroll in high school completion classes, earn high school credits for college classes, and/or receive credit for some life experiences.

Apprenticeship. Programs that offer the opportunity to learn skills for specific occupations under the tutelage of experienced practitioners.

Assistive Technology. Technology that is available to assist individuals to participate in activities as independently as possible. This can include "low technology" (i.e., things that are typically found by the general population like timers, Velcro, calculators) to more advanced technology (e.g., wheelchairs, computers, talkers)

Bridge Programs. Postsecondary programs designed to prepare academically under-prepared and under-served populations to enter credit-based academic courses, often by teaching remedial or basic skills in the context of occupational skills.

Business School. Business schools fall into two categories. At some colleges, it is possible to specialize in business administration or in a 2-year secretarial course in conjunction with liberal arts courses and earn an Associate in Applied Science Degree (A.A.S.). Other institutions offer predominantly business or secretarial courses and may or may not be regionally accredited.

Career and Technical Education (CTE). Formerly known as Professional Technical Education (PTE). Organized educational activities offering a sequence of courses that provide individuals with coherent and rigorous content aligned with challenging academic standards, relevant technical knowledge, skills needed to prepare for further education, and careers in current or emerging professions as well as technical skill proficiency, an industry-recognized credential, a certificate, or an associate degree. CTE programs may include prerequisite courses (other than a remedial course) as well as competency-based applied learning that contributes to the individual's academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, occupation-specific skills, and knowledge of all aspects of an industry, including entrepreneurship.

Career Pathway Certificate of Completion. An Oregon community college credential comprised of 12-44 credits that are wholly contained in an approved Associate of Applied Science (AAS) Degree/Option or an independent Certificate of Completion (45+ credits). The Career Pathway Certificate provides a state-sanctioned credential for a course of study that: 1) acknowledges a specific skill proficiency to help a student qualify for a job or enhanced employment opportunities; 2) is centered on needs of students by providing educational options; 3) provides the flexibility to achieve specific competencies within a longer term career path; and 4) meets the minimum financial aid requirements for an AAS degree.

Career Pathways Transitions. Career Pathways focus on the following transition points across the education continuum: 1) secondary to postsecondary; 2) pre-college; 3) postsecondary; 4) community college to university.

Career Pathways. An integrated, articulated continuum of programs and services designed to prepare high school students and adults for employment and advancement in targeted industry sectors, fields and occupations.

“Chunked” Curriculum. Chunked curriculum refers to the practice of breaking degrees or certificate into smaller portions or chunks. Each chunk leads to employment and connects to the next chunk, eventually leading to completion of a state-approved professional-technical degree. The major purpose of chunking is to improve the rate of degree completion among community college students by allowing students to complete a degree non-sequentially and non-continually, leading to better wages and career advancement. Chunking is one element in a comprehensive career pathways system.

College initiated programs. Institutions of higher education sometimes create programs to supports adult students with ASD on college campuses in conjunction with adult service agencies or disability organizations.

College. An institution that offers educational instruction beyond the high school level in a 2-year or 4-year program

Community College. Two-year public institution offering similar programs as junior colleges

Cooperative Work Experience (CWE). A postsecondary program that allows students who are enrolled in CTE programs to combine classroom studies with work-related experiences. Most community college Career & Technical Education programs (including some Career Pathways programs) include CWE credit requirements so students can expand their knowledge of, and experience in, an industry while earning college credit.

Degree Partnership Program. Oregon University System (OUS) and Oregon's community colleges frequently partner to enable students to be formally enrolled in both institutions at the same time as a way to facilitate their educational goals. These agreements are commonly referred to as 'degree partnerships', 'dual enrollment', or 'co-admission' programs. Enrolling in one of these programs enables a student to take courses at both an OUS campus and a community college during the same term, giving students additional options and opportunities to align their academic work.

Disability Support Office. The office responsible for supporting students with disabilities enrolled in the college

Dual credit. Lower division collegiate transfer courses offered to high school students by an Oregon community college or Oregon University System institution with their partner high school during the regular school day. Courses are taught by a selected high school teacher at the high school and fulfill high school graduation requirements. Selected high school teachers use the college curriculum and criteria to assist high school students to get college credit while in high school.

Dual enrollment. Enrolling in postsecondary education and secondary education simultaneously. Usually done by secondary students to use local education funds to pay for postsecondary education

Educational coach. Coaches students in the typical role of a college student including appropriate classroom behavior, study skills, test taking skills, time management, organizational skills and how to access resources on campus. May assist students in arranging for tutors and/or accommodations from disability services

Employment Skills Training (EST) certificate. A credential (12-44 credits) offered through Oregon community colleges that provides flexibility for students who are seeking specific training for an occupational goal and job-entry preparation. Each pre-approved plan targets a specific occupational goal and job entry point in existing degree and certificate Career and Technical Education programs.

Engineering or Technical College. Independent professional school that provide 4-year training programs in the fields of engineering and physical sciences. They are often known as Institutes of Technology or Polytechnic Institutes.

Expanded Options Program (EOP). The Expanded Options Program is a seamless education system for students enrolled in grades 11 and 12 to have additional options to continue or complete their education, earn concurrent high school and college credits, or gain early entry into postsecondary education. Enacted by the Oregon Legislature through SB 300 in 2005 and SB 23 in 2007.

Fees. Costs the college requires that are not part of tuition for courses (pays for athletic events, clubs, laboratory expenses, student activities)

GED (General Educational Development). A high school equivalency certificate gained by successfully completing assessments in language arts, reading, social studies, science, and mathematics. Oregon community colleges offer classes to help students prepare for these tests.

Individual or family initiated supports. Students and families without support from an outside agency or school approach an institution of higher learning to seek access in various ways, such as through an individual instructor, college disability services to identify courses of interest and match the student with an instructor versed in alternative learning styles. In many cases, students utilize Vocational Rehabilitation, adult developmental disabilities services, and other supports available to students with disabilities.

Junior College. Two-year institution of higher learning, which provides vocational training and academic curricula (terminal and transfer); Terminal Course: Academic program is complete in itself. A student who completes it may not apply to a 4-year college for further study without completing additional course requirements. Transfer Course: Academic program is designed to lead into a 4-year course at another college or university.

Liberal Arts College. Four-year institution, which emphasizes program of broad undergraduate education; pre-professional or professional training may be available but is not stressed.

Military Schools. Federal military academies prepare officers for the Army, Navy, and Air Force. These institutions (West Point, Annapolis, the Air Force Academy) require recommendation and appointment by members of Congress. Private and state supported military institutes, however, operate on a college application basis. They all offer degree programs in engineering and technology with concentrations in various aspects of military science.

Modularized/ "chunked" curriculum. A method of structuring and sequencing curricula within a community college to create modules, or "chunks", tied to jobs with multiple entry and exit points and multiple levels of industry-recognized credentials built into the sequencing.

Nursing School. There are two kinds of nursing schools. At schools affiliated with 4-year colleges, students receive both a Bachelor of Science (B.S.) Degree and an R.N. and have the possibility of entering the field of nursing administration. At a community college, students receive an Associate of Applied Science (A.A.S.) Degree and an R.N.

Occupational Skills Training (OST) certificate. An Oregon community college credential that combines college credit and work-based training. Instruction is based on a personalized curriculum created by the skills training coordinator, worksite supervisor, and student (and sponsoring vocational consultant if funded by agency).

On-the-job training (OJT). Short term training that enables the individual to work on the job site while learning job duties from a supervisor or coworker. The work may be paid or unpaid, and frequently, the worker becomes an employee of the company sponsoring the training.

Oregon Transfer Module (OTM). A one-year community college award indicating a block of general education courses which can lead to either an AAOT degree at a community college or to a four-year degree from any public Oregon college or university. The OTM guarantees that the transfer courses will be received under the same categories as they were earned; upon transfer, the receiving institution may require additional general education coursework that is required for a major or to make up the difference between the transfer module and the institution's total general education requirements.

Postsecondary Education. Any type of school or training beyond the high school level (i.e., community college, four-year university, vocational training program)

Reasonable Accommodation. Changes in an environment to meet the access needs of an individual in accordance with the Americans with Disabilities Act (ADA - civil rights legislation for individuals with disabilities)

Roadmaps. Visual representations that depict the coursework, competencies, skill requirements, and credentials needed for a series of related occupations in an industry sector. These graphics assist students and workers as they navigate pathways to better jobs and increased earnings. Core elements of roadmaps developed by Oregon community colleges include: 1) occupation(s); 2) competencies/skills; 3) college courses associated with certificates, degrees or credentials; 4) wages; 5) labor market data/demand; and 6) industry-recognized credential (if applicable).

Section 504 of the Rehabilitation Act. Federal law guaranteeing students with disabilities "reasonable accommodations" in higher education unless those accommodations would constitute an "undue burden"

Self-Identify. The process through which a student entering college identifies him or herself as having a disability at the DSO

Service Learning. Educational model in which learning opportunities are derived from structured service activities rather than traditional classrooms

Supported Education. Individualized assistance that assists students with disabilities to achieve their goals in college. Support education services may assist students to identify and access reasonable and appropriate accommodations, and coordinate with on and off campus disability support services

Technical School. A 2-year institution that offers terminal occupational programs intended to prepare students for immediate employment in fields related to engineering and physical sciences. These schools may also offer 1-year certificates in certain crafts and clerical skills.

Tuition. Money paid to the college for enrollment in courses

Universal Design for Learning. A method of teaching that takes into consideration various learning styles during the course development phase to ensure that all students are engaged in the material

University. An academic organization, which grants undergraduate and graduate degrees in a variety of fields; it is composed of a number of ‘schools’ or ‘colleges’ each of, which encompasses a general field of study.

Vocational Rehabilitation (VR). Federal program that helps eligible people with disabilities become employed. Each state has a central VR agency, and local offices can be found throughout each state. Eligibility for services is based on three criteria: the applicant must have a physical or mental disability; his or her disability must create a substantial barrier to employment; and there must be a reasonable expectation that with VR assistance, he or she will be able to work.

Work-study program. Program in which participating students are able to make money to pay college tuition and living expenses by working on campus

Wrap-around (student) services. Support services that are designed to ensure student success in community college programs. These may include, but are not limited to: Outreach and recruitment; referrals between programs; career development, including career assessment, advising and counseling; case management; mentoring; coaching and tutoring; conveniently scheduled, accelerated and appropriately sequenced classes; childcare; federal and state need-based financial aid; job search skills training; and job placement assistance.

Source: WorkSource Oregon and WNY Collegiate Consortium and Disability Advocates

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