News and Knowledge

The Individuals with Disabilities Act (IDEA) necessitates that all school districts in the country make available transition services for individuals with disabilities once they reach age 16. Yet, according to the Interagency Autism Coordinating Committee, research that addresses lifespan issues, including transitions to adulthood, physical and mental health conditions, and community integration, consistently remained the smallest area of funding between 2008 and 2015.

“One of the big problems that students with autism face is the transition period and learning to navigate the college systems which are completely different from what they had to do when they were in high school,” Jessica Rast, a research associate at the A.J. Drexel Autism Institute told “The State Press.”

A recent report from the Government Office of Accountability lends support to Rast’s claim. It lists some of the major challenges including: “untimely transition planning by school districts, complex adult service systems, and lack of job opportunities, according to stakeholders.”

According to the “Washington Post,” it is estimated that a little over 44 percent of students with autism pursue a postsecondary education in the United States. Individuals with autism make up 1 to 2 percent of university students. As the article notes, the graduation rate of U.S. students with autism or any other disability is 41 percent, compared with 59 percent in population of those without a disability, illustrating the challenges students with autism face on campus.

To help individuals with autism overcome those post-secondary school challenges, many universities are offering programs such as Transition Opportunities for Postsecondary Success (TOPS). TOPS is a first-of-its-kind preparedness program created in partnership with The Kennedy Center, a private, community-based rehabilitation organization, and Fairfield University, a small Jesuit university in Fairfield, Conn. The program aims to address a number of transition-related challenges, such as independent living skills and self-advocacy for young adults with autism. According to Kennedy Center President Martin Schwartz, the program concentrates on helping participants build self-esteem and confidence and manage stress and anxiety in new experiences.

In order to support young adults with autism, service providers and educators must have an understanding of their needs and challenges. Programs such as TOPS show promise for providing that understanding and helping students with autism succeed in institutions of higher education.