The transition from high school to college can be a challenge for any student, but there are unique challenges for students with autism spectrum disorders (ASDs). Information for this document has been assembled from a variety of sources, with personal experiences also used to expand on the advice.
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For decades the dreaded standardized tests decided not only which students would be accepted by a university, but how much financial aid a student might receive. Thankfully, the tests are far less decisive in admissions than they were only a few short years ago. Still, most colleges and universities require scores be submitted from either the SAT or ACT.
The testing requirement can be a major obstacle for some students with ASDs. Having received testing accommodations during high school is not sufficient to be offered any accommodations for the standardized tests. According to the College Board's SAT guidelines, a student needs to apply for accommodations nearly six months in advance. Sadly, horror stories are common[1].
| Testing Accommodations Policy as of 2008 [2] |
|---|
| If a student has a documented disability, he may be eligible for accommodations on the SAT®. To receive test accommodations, the student must apply for and receive College Board approval. Scores may be canceled if it is determined that a student received accommodations that were not approved by the College Board.
How students apply for accommodations Please note:
An Eligibility Approval Letter stating the granted accommodations will be sent to approved students. |
The ACT guidelines for accommodations are so complex, they need a complex table to explain the various options and requirements[3].
The preparation of an admissions essays requires a student with an ASD to make several personal decisions. Not the least of these choices is whether or not the essay should mention autism, Asperger's Syndrome, or any other specific conditions. Some admissions committees are impressed by stories of overcoming adversity, while others consider these to be ploys.
Disclosure of any disability within an essay can raise questions about a student's ability to perform well within a highly-competitive university. Some universities even attempt to dissuade students with ASDs from applying. Cal-Poly San Luis responded to a 2003 survey published by the Autism Society of America that the university's competitive environment might not be appropriate for students with an ASD[1][4].
Sometimes an essay includes unintentional disclosure via the mention of particular organizations or life experiences. Deciding which activities to include in an essay and on application forms is not as simple as students might expect.
Letters of recommendation are often sent directly to a college or university by their authors. This means the student has little or no influence over the contents of these letters. A student with an ASD should politely inform those asked to write the letters whether or not it is acceptable to mention anything related to the condition.
Students with autism disorders need to carefully consider their options when considering school to which they will apply. Though overall academics and specific programs are important factors, students with ASDs need to also think about factors others might overlook[5].
The location of a campus matters more than incoming students realize. Most people have difficulty with extreme change, but this can be exacerbated by an ASD. If a student is accustomed to a particular type of environment, radical change might be a poor choice.
If the student either does not or is uncomfortable driving, then there are several considerations. Many individuals with an ASD have not ridden mass transit, and therefore do not know if public transportation is a potential problem. Try riding a train or bus before moving to a campus where mass transit is a part of life.
Because students with ASDs are sometimes hypersensitive to clothes, temperatures, and light, the climate of a campus location can be important. Disability services experts can relate stories of students with frostbite because gloves were uncomfortable. Arizona State University has warned students with ASDs of the risks associated with heat stroke. Sometimes physical risks cannot overcome issues of comfort for the student with an ASD.
Many students get "homesick" from time to time, especially during their first year at a university. Proximity to home can be important for the student with an ASD when the familiar is needed to reduce stress. The student might not need to return literally to home, but might need familiar scenery on occasion. Sometimes, simply remaining in a region that is familiar is sufficient.
Most autism specialists suggest a small campus population might be better for students with ASDs[5]. The reasons cited include individualized attention from disability services and the security of close-knit social groups. Even a large campus might have smaller "residential colleges" or similar arrangements, which are to foster a sense of community.
Some students with Asperger's Syndrome have indicated that larger campuses offer the benefit of "blending into the crowd" with less pressure to conform to a set of cultural norms.
Some schools are more accepting than others. Touring a campus, it is easy to determine how diverse the population is.
Diversity is not the only factor when considering how tolerant of neurodiversity a university is. "Tolerance" of some students with ASDs can be interpreted as tolerance for "bookworks" and "geeks." Some universities are known for having such unique student bodies. A student with special math or science interests might fit in much better at MIT or CalTech than he or she did in high school.
Hopefully no student needs to deal with conflict resolution, but being different can lead to conflicts with other students and even faculty members. The conflict resolution system varies from campus to campus. Because professors can declare a student disruptive for behaviors common among students with ASDs, it is important to know what would happen in the event of a complaint.
Research universities are more likely to have autism researchers and specialists than smaller campuses. If there is an autism institute or research center on a campus, it is likely the disability services are well trained and prepared to assist students with ASDs. University counseling services on campuses with autism specialists tend to have excellent neuropsychology counselors.
College and university settings are quite unlike the K-12 settings students and their families encounter. These institutions are covered by the Americans with Disabilities Act, which is notoriously vague. In general, a campus must provide physical accommodations and "reasonable" access to resources. Unfortunately, there are few regulatory guidelines or legal precedents. In terms of the physical environment of a campus, it is best to select a campus that "feels right" for the student with an ASD.
Everything from personal hygiene to taking medications become matters of personal responsibility while on a college or university campus. Students with ASDs should begin developing independent life skills as early as possible, definitely before starting college.
The social norms of college can be challenging for students with ASDs. A student with an ASD can establish social connections by joining:
The choice to live on campus, near campus, or at home is an important decision that should be made by students and families together. Students with ASDs do not always realize how different it is to live with strangers, or even friends from high school, versus living among family members. Family members learn to accept routines and behaviors that might seem odd to others, for example.
Living on campus in a standard dormitory arrangement has several potential benefits, including group activities and the presence of resident advisers (RAs). Having student advisers present can help students negotiate the challenges of sharing space. Some colleges and universities have adult mentors living among students. These mentors might be adult staff or even "faculty in residence."
Some campuses offer "singles" within dormitories or campus-owned apartments. These rooms are generally more expensive and, when they do exist, tend to be rare. If single occupancy rooms exist, sometimes the disability services can help a student with special needs receive preference in any housing assignments or lotteries. Unfortunately, there are seldom enough single occupancy rooms to meet the demand.
Living alone or with friends, near campus, allows a student the ability to select an apartment that is appropriate to the student's needs. Off-campus housing tends to be quieter with greater privacy. On the other hand, there are no resident advisers or other mentors to help students adjust to the college experience.
Higher education is as much about networking as traditional learning. ASD students can use the emphasis on academics to their advantage, however. Though there is a centuries old debate about the nature of education, the reality is that most university students consider their education career preparation — vocational education for white-collar workers. With everyone focused on their academic disciplines, "fitting in" can be much easier than in high school.
Majors and departments have clubs, societies, and fraternal organizations. The members share a common interest, which makes social events less stressful. It would be impossible to list every such organization. Most campuses now have a list of organizations with active local chapters available online. These fraternities are not generally part of the "Greek System" at colleges and universities, though a handful do have traditional "houses" for members.
There is a list of major professional fraternities on Wikipedia: http://en.wikipedia.org/wiki/Professional_fraternity
Most departments have special programs that need volunteers. A common example is a "speaker series" hosted by a department. Another example would be hosted academic conferences. Volunteering to help with a conference or speaking event not only helps the department, but professors tend to remember students who show up for such events.
Campuses have hundreds of groups and clubs. Every student should be able to locate at least one that group with an interesting focus. Lists of these groups are usually located both online and within the campus student union. "Student unions" are often the social core of a university. Many offer low-cost movie nights, sponsored by student-run film clubs, and a variety of other activities.
Join groups slowly, maybe only one or two during your first semester until you find the balance between studies and social activities. Also, social activities can be emotionally and physically draining for some students with ASDs. Many students are tempted to be too active during their first year on a campus. As a result, they are involved in few or no activities by their last year.
Being "different" at a university can lead to misunderstandings — even accusations of misconduct. In the most extreme cases, students with ASDs have experienced lawsuits or even serious criminal charges. Incoming students should read about social norms and know that some behaviors could be misinterpreted.
Ideally, a student acquires basic life skills during high school. Realistically, we never stop improving our life skills. There are some skills that a student needs for success in a college setting.
Know your limits and when to seek help.
Seeking guidance is especially important when dealing with financial matters such as basic banking, student loans, and the ubiquitous credit card offers.
For some reason, health and hygiene issues seem to be overlooked by many students. This can be a serious issue for students with ASDs, many of whom have other health concerns such as seizure disorders. Understand your medical requirements and adhere to any required treatment routines.
Since many universities offer discounted or even "free" (price included) health care, take advantage of the services.
Vision checks are often not part of normal insurance coverage, but are offered at universities. Vision problems can affect the symptoms of autism disorders. Have vision checks at least every other year.
The college or university student is often an adult, meaning 18 or older, and is responsible for his or her educational choices. This is a radical shift from the K12 experience, during which parents or guardians are often involved in every aspect of schooling.
At the college level, there is no IDEA, no IEPs, and far fewer supports and/or accommodations are mandated under federal and state laws. It is a big adjustment to planning without Individualized Education Programs (IEPs) at the college level. Academic departments and professors have the ability to dictate what constitutes an essential part of their courses and what the expectations of students are.
In most cases, no one will check to see that a student is attending courses, returning library books, or making appointments with advisers. There are specialized programs for students with ASDs at some campuses, but these programs are not mandated by law and usually add additional costs.
The Americans with Disabilities Act (ADA) requires “reasonable” physical accommodations for a documented disability. States, individuals universities, and the courts define “reasonable” on a case-by-case basis.
Court cases have tended to favor colleges and universities under the doctrine of “manner and nature.” A degree must represent equal accomplishment and consistent basic knowledge among all students receiving the diploma.
Financial constraints, available personnel, and other factors can be considered by the university in declining services.
Family Educational Rights and Privacy Act (FERPA)[6]: The same laws granting parents and students access to and control over student educational records in K12 settings transfer ownership of the records to the student as of 18 years of age. University students are considered adults and they alone determine who will receive information about them.
Federal law limits access to grades, finances, and discipline records (see: http://www.parent.umn.edu/ferpa.html)
No mater what the law is, a student can give any information to his or her family. This is why it is essential to have open channels of communication.
Since we (the parents) are paying for the education, why can’t we obtain copies of all academic and financial records?
FERPA requires that access to a college student’s records must be granted by approval of the student. Parents can, however, receive information about their student’s records if the student agrees to provide access.—UMN.edu, University of Minnesota Parent Handbook
Physical and mental health records in all U. S. states are covered by published university policies, federal laws, state laws, and professional ethics. A university or college will not contact parents or reply to requests for medical, academic, or disciplinary information without the student’s permission.
There are no Individualized Education Programs (IEPs) at the college level. Academic departments and professors have the ability to dictate what constitutes an essential part of their courses and what the expectations of students are.
In most cases, no one will check to see that a student is attending courses, returning library books, or making appointments with advisers.
Some colleges and universities have extremely rigid general education and major course requirements. Adherence to such structures means that all graduates from an institution have, in theory, gained similar skills and knowledge. However, a student with an ASD might need to have more options so courses inappropriate to the student's particular situation can be avoided.
For example, if a student with an ASD cannot engage in public speaking, then a campus with a speech requirement could lead to academic problems and worse. Never forget that universities do not have to adapt their programs, only their physical spaces.
Students with ASDs tend to focus intensely on subjects of interest to them, often at the expense of other academic subjects. This intensity can lead to the student becoming an expert on a particular topic or in an academic discipline. The primary field of interest, therefore, can become the reward for taking required courses.
When a student is an expert, it is essential that the academic department and its faculty be able to provide a stimulating academic environment. A student also needs to be among peers with similar passions for the field of study.
It is essential to develop routine study habits to succeed in higher education. Most campuses offer study skills workshops, Web-based seminars, and other support for students wanting to improve their academic habits.
It is the student's responsibility to contact the office or department that specializes in disability services. Without registering with the appropriate department, the student might not be eligible for physical accommodations, alternative testing, and other special services. Some students have reported that it is best to contact disability services at least three weeks before classes begin.
Common names for support services include:
Disability services are generally provided in accordance with Section 504 of the Rehabilitation Act of 1973 and Title III of the Americans with Disabilities Act of 1990. Some campuses offer the absolute minimum of support to students with ASDs, while others go far beyond the basic legal mandates.
Colleges and universities require current documentation of an autism spectrum disorder before they will offer support services. Many parents and students mistakenly assume that evidence of receiving services during high school is sufficient.
A school plan such as an IEP (individualized educational plan) or a 504 plan is insufficient documentation in and of itself but can be included as part of a more comprehensive evaluative report.—Student Disability Services, University of San Francisco[7]
As an IEP or other documentation from a high school is insufficient to qualify for support services, it is important to obtain acceptable documentation before beginning college courses.
Policies vary, but at most institutions accommodations letters need to be approved by the student every quarter or semester. Letters are not automatically sent to instructors. Though most campuses have online registration, students also need to provide class schedules to disability services.
Disability liaisons tend to have limited roles on university campuses.
In a time of spiraling university tuitions, attending a community college (also known as a junior college) is often more of a necessity than a choice. There are potential benefits for a student with an ASD, as well:
Prof. Lars Perner suggests attending a community college only leads to the need to make a second transition when a student transfers to a university[1].
The following campuses are considered "ASD-friendly." You should also check Asperger Syndrome Education Network for additional information.
College Living Experience is a division of Educational Services of America. ESA owns and operates approximately 130 schools in the United States.
Do not apply to a campus you cannot tour in advance. You need to know that your needs will be met by the campus.
Be willing to consider a less-prestigious campus if the services and atmosphere are healthier for you. Successfully completing your degree is the most important objective and that is most likely when a campus supports your needs.
As mentioned previously, you need a calendar system.
Your student might not like the advice, but ask for weekly updates and, if at all possible, check on the student's work habits.
Some private universities will allow students to share grades and progress reports with parents. The federal Family Educational Records Privacy Act limits what instructors can share with parents when a child is 18 or older. Still, many schools have forms for students to complete granting parental access to academic records.
Attend any autism awareness conferences or training sessions offered by your campus.