The most essential requirement for an autistic student who wishes to attend college is early preparation. The abilities and interests of the student must be assessed and then appropriate goals may be determined. These goals need to be measurable goals, interim steps, clear desired outcome, and proper support. The transition to a college environment may be difficult for the student with autism, but with preparation and transition planning, the process will be obtainable. The difference between college and high school is one of teaching types. In high school, the student study under a structured plan while in college he will experience a broad spectrum plan.

Follow up:

To prepare for the change, the student should begin his preparatory work which includes proficiency tests and assessments (SAT/ACT). The student needs to identify his academic strengths in order to determine his interests and school of choice. The skills of organization and time management need to be developed. Organizing assignment, managing time, setting priorities, and breaking projects down into steps are all key skills needed to assist the student in a postsecondary setting. He can then explore his choices by taking potential summer courses at a community college, and by finding options offered by technical or trade schools. Options may be narrowed to the one that best fits the student’s needs.

Exploring vocational schools, community colleges, technical institutes, state schools, or small liberal arts colleges, and certificate programs will acquaint the student with the variety of choices available. The autistic student may choose a two-year community college because it allows him to remain at home while adjusting to the college atmosphere.

After arriving at college, the critical role of advocate for the student’s special needs will fall directly upon the student. Prepare the student to face self-advocacy skill by helping him to communicate his needs to the appropriate person in the appropriate manner. The majority of postsecondary institutes will have an office of “Disability Support Services” which is the best place for the student to begin. The student should review the process of promoting effective self-advocacy be reviewing the types and intensities of service and supports that were useful to him in school and be able to explain their benefits in college. The student must become highly effective in communication of his needs. Two skill sets are critical to the process:

How and when to disclose:

1. He needs to become an expert on his knowledge of being a person on the spectrum and, to the extent possible and appropriate, what it is like. He will need to learn both how and when to disclose that he is dyslexia. He should be aware that he does not have to disclose all information or dwell on this aspect.
2. Preprinted information cards are effective and appropriate and may be handed out if the student if he possesses more complex learning or behavioral challenges.

A broad understand of his rights:

1. The student needs to be well informed with what rights and protections are afforded to him under IDEA, ADA, and Section 504. The student needs to able to define his own case and what “reasonable accommodation” are essential to him.
2. The student needs to understand the rights of others in his classes, dorms, and social activities.
3. Practice makes a good advocate. Practice role-plays, social scripts, and video modeling.