The Power of Autism and College Support Services

Understanding College Support Services

When it comes to higher education, understanding college support services is crucial for individuals on the autism spectrum. Transitioning from high school to college can present unique challenges, and it's important for autistic students to be aware of the available support systems.

Transitioning to Higher Education

At least a third of the 50,000 teens on the autism spectrum who graduate from high school annually in the United States pursue higher education. Transitioning to college can be an exciting yet overwhelming experience for any student, and autistic students may face additional hurdles.

The change in environment, increased academic demands, and social dynamics can pose challenges for autistic students. Adjusting to new routines, managing time effectively, and navigating a larger campus can be particularly daunting. Therefore, it's crucial for these students to have access to appropriate support services to aid in their transition and ensure a successful college experience.

Challenges Faced by Autistic Students

Autistic students pursuing higher education often face unique challenges that can impact their academic success and overall well-being. Research indicates that graduation and subsequent employment rates for autistic students are substantially lower compared to neurotypical students.

One significant barrier is the underutilization of disability services among students with learning differences. A vast majority of students who received special education services in high school do not register with disability services in college, impeding their access to necessary accommodations and services [1].

Without appropriate support, autistic students may struggle with time management, sensory overload, social interactions, and organization skills. These challenges can have a significant impact on their academic performance and overall well-being.

Recognizing the unique needs of autistic students and providing targeted support services is essential for empowering them to thrive in a college environment. By understanding the challenges they may face and the available support services, autistic individuals can make informed decisions about their college journey and access the resources they need to succeed.

Importance of Disability Services

When it comes to higher education, disability services play a crucial role in supporting students with autism. Accessing special accommodations and utilizing the available support services can have a significant impact on the academic success of these students.

Accessing Special Accommodations

A substantial number of teenagers on the autism spectrum pursue higher education, with at least a third of them graduating from high school each year in the United States. However, it is concerning that graduation and subsequent employment rates for autistic students in higher education are lower compared to their neurotypical peers [1].

To address these challenges, it is essential for autistic students to access special accommodations provided by disability services. Unfortunately, a vast majority of students who received special education services in high school do not register with disability services in college, impeding their access to these crucial accommodations or services. By not availing themselves of these accommodations, students may face unnecessary barriers that can hinder their academic progress.

Accommodations for disabled students in college allow for changes in timing, formatting, setting, scheduling, response, and/or presentation of tests and assignments. These modifications enable disabled students to demonstrate the same level of mastery over content as their nondisabled peers [2]. Examples of helpful accommodations for autistic students include sensory processing and behavioral support, comprehension assistance, reading and written expression aids, executive functioning support, social interaction assistance, emotional support, and self-regulation assistance.

Impact on Academic Success

Accessing special accommodations through disability services can have a profound impact on the academic success of autistic students in college. These accommodations are designed to level the playing field and provide equal opportunities for students with disabilities to succeed.

It is crucial to understand the distinction between accommodations and modifications. While modifications change what a student is taught or what knowledge they are expected to demonstrate, accommodations are designed to ensure that disabled students can achieve the same level of mastery as their peers without disabilities. Students with an Individualized Education Program (IEP) are eligible for both accommodations and modifications, while students with a 504 plan are eligible for accommodations only.

In addition to accommodations, students with an IEP may also receive related services such as counseling, occupational therapy, physical therapy, and speech/language therapy. On the other hand, a 504 plan does not include related services. These additional supports can further enhance the academic experience and success of autistic students in college.

By accessing the special accommodations and services provided by disability services, autistic students can navigate the academic challenges more effectively and maximize their potential for success. It is recommended that students disclose their autism to college officials, as this can provide access to specialized support programs offered by colleges, such as social skills courses, organization assistance, and employment skill development. While disclosing autism is a personal decision, it can help colleges provide the necessary support while ensuring confidentiality.

In conclusion, disability services and accessing special accommodations are vital for autistic students in college. These services can level the playing field, provide necessary support, and positively impact their academic success. By availing themselves of these resources, autistic students can thrive and reach their full potential in higher education.

Types of Accommodations Available

When it comes to supporting autistic students in college, accommodations play a crucial role in ensuring equal access to education. These accommodations aim to address specific challenges faced by autistic individuals and provide necessary support. Two common types of accommodations available for autistic students are sensory processing and behavioral support, as well as academic and social interaction assistance.

Sensory Processing and Behavioral Support

Sensory processing and behavioral support accommodations are designed to assist autistic students in managing sensory sensitivities and promoting positive behavior in the college environment. These accommodations recognize the unique sensory needs of individuals on the autism spectrum and aim to create a more comfortable and conducive learning environment.

Some examples of sensory processing and behavioral support accommodations include:

• Providing a quiet and low-stimulus testing environment to minimize sensory distractions during exams.
• Allowing the use of noise-canceling headphones or fidget tools to help students manage sensory overload and maintain focus.
• Offering flexibility in seating arrangements to accommodate individual sensory preferences.
• Implementing visual schedules or cues to help students understand and navigate their daily routines.
• Providing access to counseling or therapy services to address emotional and behavioral challenges.

These accommodations help to mitigate sensory sensitivities and reduce anxiety, enabling autistic students to fully engage in their academic pursuits.

Academic and Social Interaction Assistance

Academic and social interaction assistance accommodations are specifically tailored to support autistic students in their academic endeavors and social interactions within the college community. These accommodations recognize the unique learning and social challenges that autistic individuals may face and aim to provide necessary support for success.

Some examples of academic and social interaction assistance accommodations include:

• Extended time for exams and assignments to accommodate processing speed differences.
• Access to note-taking services or recording devices to ensure comprehensive and accurate information capture during lectures.
• Utilizing assistive technology tools, such as speech-to-text software or text-to-speech applications, to enhance communication and information processing.
• Providing social skills training or peer mentorship programs to foster positive social interactions and relationships.
• Offering access to support groups or counseling services to address social challenges and promote overall well-being.

These accommodations recognize and address the specific academic and social needs of autistic students, facilitating their academic success and integration into the college community.

It's important to note that while many institutions provide a baseline level of academic accommodations, accommodations and support services that specifically target the functional limitations of autism spectrum disorder (ASD) may vary across colleges. Some colleges may offer specialized programs or services, such as the ACTS program at the University of Alabama, to support students with autism. However, it's important for students to actively seek and engage with these available resources to fully benefit from the support provided.

By providing appropriate accommodations and support, colleges empower autistic students to navigate their academic journey, overcome challenges, and thrive in the college environment.

Individualized Education Programs (IEP)

Individualized Education Programs (IEPs) play a critical role in supporting students with autism in the educational setting. IEPs are personalized plans developed for students with disabilities to ensure they receive the necessary accommodations, modifications, and related services to meet their educational needs.

Accommodations vs. Modifications

In the context of IEPs, it's important to understand the distinction between accommodations and modifications. Accommodations are adjustments made to the learning environment or instructional methods that allow students with disabilities to access and participate in the general education curriculum on an equal footing with their peers. Accommodations are designed to level the playing field and enable students to demonstrate the same level of mastery as their peers.

On the other hand, modifications involve changes to what a student is taught or the knowledge they are expected to demonstrate. Modifications alter the curriculum to better suit the individual needs of the student, potentially providing a different educational experience than their peers. It's important to note that students with an IEP are eligible for both accommodations and modifications, while a 504 plan offers accommodations only.

Related Services and Support

In addition to accommodations and modifications, students with an IEP may also receive related services to address their unique needs. Related services are additional supports and therapies that can be provided to students to help them succeed academically and function effectively in the school environment. These services may include counseling, occupational therapy, physical therapy, speech/language therapy, and more.

The provision of related services is a key distinction between an IEP and a 504 plan. While an IEP offers both accommodations and related services, a 504 plan provides accommodations only and does not include access to these additional support services [2].

By incorporating accommodations, modifications, and related services into an individualized education program, students with autism can receive the tailored support they need to thrive academically and reach their full potential. The goals, accommodations, modifications, and related services outlined in the IEP ensure that the student's unique needs are addressed, helping them succeed in their educational journey.

Support for Autistic Students in College

For students on the autism spectrum, pursuing higher education can present unique challenges. However, with the availability of college support services, autistic students can receive the assistance they need to navigate the post-secondary environment and thrive academically and socially. In this section, we will explore the post-secondary challenges faced by autistic students and the support programs available to them.

Post-Secondary Challenges

Transitioning to college can be particularly challenging for autistic students. According to the Organization for Autism Research (OAR), at least a third of the 50,000 teens on the autism spectrum graduating from high school annually in the United States pursue higher education. Unfortunately, graduation and subsequent employment rates for autistic students in higher education are substantially lower than those of neurotypical students.

Autistic students may encounter difficulties in the post-secondary setting due to academic, administrative, and social differences. They may struggle to generalize coping skills from secondary school to fit the post-secondary environment. The transition can be overwhelming, requiring new strategies for time management, organization, and self-advocacy.

Available Support Programs

Fortunately, there are numerous support programs designed to assist autistic students in college. These programs aim to address the unique needs of autistic individuals and provide the necessary resources to help them succeed academically and socially.

Some of the available support programs include:

1. Orientation and Transition Programs: These programs provide guidance and support during the initial transition to college life. They help autistic students acclimate to the campus environment, understand college policies, and connect with resources.
2. ASD-Specific Support Groups: Support groups offer a space for autistic students with similar interests, concerns, and communication styles to connect. They provide a supportive community where students can share experiences, seek advice, and build relationships. It's important to note that these support groups may not be available at all colleges and universities.
3. Peer Mentoring: Peer mentoring programs pair autistic students with mentors who have successfully navigated college life. Mentors provide guidance, offer insights, and lend support to help mentees overcome challenges and achieve their academic and personal goals.
4. Peer Tutoring: Peer tutoring programs provide academic assistance and support tailored to the needs of autistic students. Tutors, who are often students themselves, offer one-on-one or small group tutoring sessions to help with specific subjects or study skills.
5. Academic Support and Advising: Many colleges provide academic support services to assist autistic students in their coursework. These services may include study skills workshops, time management strategies, and individualized academic advising to help students stay on track and reach their full potential.

It's important to note that support programs may vary among colleges and universities. Prospective students should research the specific programs and services offered by different institutions to find the right fit for their needs. Seeking guidance from professionals, such as Dr. Eric Endlich, a clinical psychologist and founder of Top College Consultants®, can also be beneficial in navigating the college selection process.

In conclusion, support programs for autistic students in college play a vital role in promoting their academic success and overall well-being. These programs address the challenges faced by autistic students in the post-secondary environment and provide the necessary resources and support to help them thrive. By accessing these programs and utilizing the available accommodations, autistic students can pursue higher education with confidence and achieve their goals.

Best Practices and Federal Laws

To ensure the effective support and success of autistic students in college, it is essential to implement evidence-based practices and adhere to federal laws that protect their rights and provide necessary accommodations.

Evidence-Based Practices

Evidence-based practices play a crucial role in providing effective support for autistic students in college. These practices are research-based and have been shown to improve outcomes for individuals with autism. The National Professional Development Center on Autism Spectrum Disorder has identified 27 evidence-based practices that can be used to enhance the educational experience and promote the success of autistic students [5].

Educators and practitioners working with autistic students should gather baseline data on the student's behavior before implementing any strategy or intervention. This enables them to assess the effectiveness of the chosen approach and make informed decisions about the best course of action. The target behavior should be discrete, directly observable, measurable, and clearly defined to facilitate objective data collection by multiple professionals.

Mandates for Student Support

Federal laws exist to protect the rights of students with disabilities, including those with autism. Two key laws in the United States are the Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Act (IDEA '04). These laws mandate the use of evidence-based academic and behavioral practices and programs for children with autism, ensuring that students receive the support they need to thrive.

Under IDEA '04, students with autism are entitled to an individualized education program (IEP) or individualized family service plan (IFSP). These plans outline the child's current level of development, learning goals, and any necessary accommodations, modifications, and related services. The IEP/IFSP serves as a blueprint for providing the appropriate support and ensuring that the student's educational needs are met.

By implementing evidence-based practices and adhering to federal laws, colleges and universities can create an inclusive and supportive environment for autistic students. These practices and laws contribute to the overall success and well-being of these students, empowering them to achieve their academic goals and reach their full potential.

References

• ‍https://researchautism.org/oaracle-newsletter/college-support-options-for-autistic-students/
• ‍https://xminds.org/accommodations
• ‍https://www.rate.com/research/news/autistic-college-student
• ‍https://collegeautismnetwork.org/literature-review/a-spectrum-of-support-current-and-best-practices-for-students-with-autism-spectrum-disorder-asd-at-community-colleges/
• ‍https://iris.peabody.vanderbilt.edu/module/asd2/cresource/q1/p02/
• ‍https://www.transitionresourceguide.ca/learn-about-accessibility/specific-disability-information/autism-spectrum-disorder-asd