Blog

Autism doesn’t end after high school graduation, but the American school system often fails to effectively prepare students for adulthood. The Individuals with Disabilities Education Act (IDEA) requires a transition plan by age 16, but this is too late. Transition planning should start earlier, with the student actively participating to encourage self-advocacy. I will share my experiences transitioning to adulthood in this blog.

The Good: Postsecondary Education

I enjoyed school too much to leave. I achieved the highest form of education possible in the form of a Ph.D. because I loved learning…eventually—it took some time to get there.  I admit I complained about going to school when I was younger. After high school, I knew I wanted to go for a bachelor’s degree, although I was not sure what major to choose. Initially, I thought meteorology, but I struggled with the required advance-level math courses. I switched majors to psychology and completed my bachelors in three years.  

I wanted to follow in my sister’s footsteps and go for an advanced degree. I tried applying for a psychology master’s or doctorate but was unsuccessful. Consequently, after a year hiatus, I went for my master’s degree in special education. I applied for a doctorate in special education during my final year in my master’s program. I ended up at the University of Texas in Austin for five years. Both experiences had more similarities than differences, but those differences were significant. The obvious one was the dissertation when I conducted my own study. There was also less coursework compared to that at the undergraduate level. I would love talking more about my educational experiences, but I must move on.

The Good and the Bad: Independent Living

This is a double-edge sword. On one hand, our culture values independent living, and that is not necessarily bad. A person has more liberties in doing, or not doing, what one wants to do. I can eat cereal for three meals a day. (I do not recommend though!) Yet, on the other hand, not every autistic individual has that opportunity. Some will depend on a parent or guardian for the entire lifespan. Additionally, there are some tasks that the individual must learn on the fly. Sure, kids learn chores for a reason and these skills apply here. Dishwashing, cleaning or vacuuming, and taking out the trash are part of independent living. However, the independent person has new responsibilities including paying for food, utilities, and rent. The financial component deserves its own section, and I will elaborate more next.

The Bad and the Ugly: Money and Finances

Transitioning to adulthood involves managing finances. Start by identifying your financial responsibilities and creating a budget. Calculate your income, estimate essential expenses like rent, utilities, and groceries, and differentiate between “wants” and “needs.” Discipline is key—luxuries and sweets can often wait. Be mindful of prices on necessities, too. Even in a digital age, checks remain essential for some transactions. For instance, I wrote a check to buy a used car to avoid credit card fees. Consider whether fees apply to a purchase and choose payment methods accordingly. While I’m no financial expert, starting with these basics can help. 

Again, I want to clearly state I am not the optimal person to ask about finances. The concept of money is one thing: it is intended to be used for the purchase of goods and finances. It is the supplementary “stuff” that drives me batty! The jargon confuses me to no end! Words like finance and mortgage are gibberish to me! Even if I learn what these words mean, I forget them immediately. That is just the tip of the iceberg, but I will get off my large soap box for now…and probably trip on the way down.

Final Thoughts

Transitioning to adulthood is complex but planning and self-discipline make a difference. Whether managing finances, pursuing education, or navigating employment, every step counts. Sharing experiences and insights can help others on the same journey. By starting early, leveraging available resources, and building a supportive network, young adults with autism can thrive in this next chapter of life. 

Hello everyone! Dr. Mark Tapia would like to thank the Organization for Autism Research for allowing him the opportunity to share his first blog post. He would like to share a little bit about himself. He was diagnosed at age 5 with what was coined “Asperger Syndrome”—now referred to as Level 1 Autism. He went to the University of Texas at Austin to get his Ph.D. in special education with an emphasis in autism. His passion is to teach advocacy skills to adults on the spectrum.