College-Based Inclusion Programming for Transition-Age Students With Autism

Abstract

Considerations for college-based programming for transition-age students with autism spectrum disorders (ASD) are addressed in this article, with particular attention to social communication supports necessary to facilitate student success. An overview of current literature related to college-based programming and support for students with ASD in the area of social communication is presented, along with a preliminary survey of the perceptions of youth regarding their social communication competency. The need for support in this area is highlighted based on student evaluations of their ability and needs as well as on information gathered through an examination of current literature. Recommendations are offered for enhancing development of social communication skills for students with ASD in college-based programs.

Transition to Adulthood for High-Functioning Individuals with Autism Spectrum Disorders

“…Sadly, many college students with ASD may lack the initiative or self-advocacy skills needed to seek these resources because of social deficits, anxiety, immaturity, and sometimes passive-dependent temperament (Anckarsäter et al, 2006;Soderstrom et al, 2002). Although a growing number of colleges offer support programs for students with ASD (Zager & Alpern, 2010), some students may view supports as stigmatizing or unhelpful and prefer not to enroll in special programs despite their parents' wishes (Camarena & Sarigiani, 2009). Conflicting priorities arise from the trend that parents often consider their child's skill deficits most salient in college planning considerations, such as availability of social support and mentoring, while transitional youth with ASD may place greater value on environmental concerns such as the coursework and campus disability awareness (Camarena & Sarigiani, 2010).…”

The Experience of Transition to College for Students Diagnosed with Asperger’s Disorder

“…Parents of students with AD and the students themselves are knowledgeable of the needs of students with AD and are concerned about the ability of colleges to meet their needs (Dente & Coles, 2012;Zager & Alpern, 2010). In Camarena and Sarigiani's (2009) survey of high-functioning adolescents with autism spectrum disorders, students and their parents identified academic (e.g., accommodations) and nonacademic (e.g., transition planning, mentoring) supports as necessary for a successful college transition.…”

“…However, individuals with AD have many strengths, such as average or higher-than-average IQ and exceptional talent in one or more areas, and these strengths coupled with the appropriate supports have made participation in college possible and successful (Dente & Coles, 2012;Zager & Alpern, 2010).…”

“…However, individuals with AD have strengths, including superior intelligence in particular areas, and these strengths coupled with the appropriate supports have made participation in higher education possible and successful (Dente & Coles, 2012;Zager & Alpern, 2010) expressions of intimacy and sexuality, and more (Dente & Coles, 2012;Geller & Greenberg, 2009;Orentlicher & Olson, 2010;Zager & Alpern, 2010).…”

“…A positive transition to college is challenging and sometimes even impossible for persons with AD due to social, cognitive, and sensory responsiveness factors, which are characteristic of the disorder (Dente & Coles, 2012;Geller & Greenberg, 2009;Orentlicher & Olson, 2010;Zager & Alpern, 2010).…”