Preparing Your Young Adult for the Transition to Postsecondary Education
May 08, 2020
By: Organization for Autism Research
Categories: Self-Advocacy, Campus Life, Academics, College, Education
This blog post has been adapted from “Chapter 5: Postsecondary Education” of OAR’s resource “A Guide for Transition to Adulthood”.
Although times are still uncertain, many students are making the decision this month to start college next year. Whether classes will be held online, delayed for a later start date, or resume as usual on college campuses around the country, many young adults with autism will be faced with the unique challenges and opportunities that come with the transition to college. The more you can prepare your young adult for the college environment and experience, the more effective their transition will be. With preparation and transition planning, the process can be customized for your young adult, increasing their potential for success.
If postsecondary education is a goal for your young adult, help them identify their academic strengths during transition planning to better determine a match between their interests and a school. Begin exploring as early as possible. Help your young adult look into potential summer courses at a community college or explore technical or trade schools in your area. Meet and network with current students and attend any available informational meetings at local colleges. You may want to work with a guidance counselor during this process; it is also a good idea to visit particular schools and meet with admissions counselors there, as they will be able to provide you and your young adult with more detailed information about their specific school and the supports and opportunities available. Additionally, orientation programs at schools or online resources provide a lot of detailed information to help determine the most appropriate choice for your young adult.
Deciding on a college is an important milestone for many teens, and finding the right match for your young adult with ASD will be key to their success. There are many types of programs are available that may accommodate your young adult’s academic interests and career goals as well as their specific needs:
Consider all the options, set your requirements, and then narrow the field of candidates. You can use the checklist in Appendix H for evaluating colleges as you begin your search.
Once you and your young adult have determined a specific program or university, it is important to determine what services they may offer to help your young adult with ASD. Most, if not all, colleges and universities have a department that specializes in ensuring compliance with both ADA and Section 504 of the Rehabilitation Act of 1973. Find out what types of disability-related resources they offer their students, and the process to access these accommodations. By becoming familiar with the system and the services provided, your young adult will be more adequately prepared to advocate for themself, increasing the chances for success.
Once your young adult is accepted into college, the role of advocate needs to fall less on you and far more, if not fully, on them. In fact, self-advocacy skills are considered so critical to your young adult’s success in college that many such institutions do not even have a mechanism by which you, as the parent, may advocate on their behalf. As such, it is of critical importance that you prepare your young adult with self-advocacy skills to help them communicate their needs to the appropriate person in the appropriate manner. You can begin the process of promoting effective self-advocacy by reviewing the types and intensities of services and supports that were useful in high school and explaining how they might be beneficial in college.
Aside from knowing what supports your young adult needs, they must now effectively communicate these needs. Certain skills or, more accurately, skill sets are critical to the process:
It is important to keep in mind that the protections once offered by the IEP and transition plan will no longer be available as an entitlement in a postsecondary setting. Universities do not have a responsibility to identify students with disabilities or determine what supports are needed. This responsibility falls on you and, primarily, your young adult. However, the ADA and Section 504 protect your young adult from discrimination based on their disability, and they can request accommodations to help them in the college setting to fully participate in classes and other activities. (Note: While some colleges or universities may allow the student to complete a form designating a parent as an advocate for their child, this is not the norm and, in some cases, may not even be appropriate.)
Here are some suggestions for getting the support your young adult needs from their college:
Further education—whether college or technical school—will open up a whole new realm of possibilities for your young adult’s future. While it will be tough for you to let them go—probably tougher than for the parent of a neurotypical child—it will be important for you to avoid being a hovering parent and to let your young adult have some freedom to explore their new environment.
If postsecondary education is a realistic goal for your young adult with ASD, preparation and planning can make this process go smoothly and successfully, and will help to relieve some of your worries. OAR’s A Guide for Transition to Adulthood is a comprehensive handbook for parents helping their child prepare for this and other transitions. Available in both English and Spanish, you can order or download a copy today for more information!