Increased attention has been given recently to the needs of students with learning and developmental disabilities who are transitioning from high school to college. This is especially important for students with high-functioning autism spectrum disorders (ASD), who are likely to experience significant and unique challenges in adjusting to postsecondary educational settings. After an overview of diagnostic criteria, symptom presentation, and treatment approaches for high-functioning students with ASD, this article discusses the type of difficulties students may encounter across various domains, including socialization, communication, independent daily living skills, academic functioning, and self-advocacy. The article concludes with recommendations for areas to be evaluated and addressed when determining the supports students with high-functioning ASD need to succeed in meeting the organizational, academic, and social demands of college life.

The transition from elementary to secondary school is challenging for all students as a number of environmental, social, psychological, and physiological changes are imposed on them. These challenges often have a significant effect on typical students but may have an even more profound effect on students with Asperger Syndrome (AS) due to the nature of the disability. This article outlines the numerous difficulties that students with AS may encounter during the transition to middle and high school. In addition, a range of specific supports and strategies are offered in order to assist students with AS in making a successful transition.

No abstract