By Kenzie Billeiter

Students with autism spectrum disorder (ASD) are attending college at higher rates each year (Barnhill, 2014; Pillay & Bhat, 2012). Although students with ASD have the ability to perform very well academically, research has demonstrated they are at an increased risk for academic and personal struggles during their college years (Kapp et al. 2011; Pinder-Amaker, 2014), which can have an impact on important long-term factors such as graduation and employment (Sanford et al., 2011; Shattuck et al., 2012) as well as mental health (Friedman et al., 2013; Pinder-Amaker, 2014; Shattuck et al., 2012).

The core features of ASD paired with new stressors and demands of higher education (e.g., increasing independence, living in residence, navigating new social situations, adjusting to new classroom/lecture styles) can often result in significant challenges to students on the spectrum (Kapp et al., 2011). Further, as more students with ASD attend institutions of higher education, there is an increased need for university faculty and staff to accommodate their unique mental, social, behavioral, and academic needs. In other words, students transitioning from high school to a higher education setting often benefit from having additional support as they navigate their new normal.

Mentally Preparing for a Big Change

For many individuals with ASD, change or deviation from a set routine is a source of significant anxiety. Unfortunately, the transition to college is no exception. However, there are often a few tools families can use to help prepare their child for the next season of life. First and foremost, it is important to find a college or university that is a good fit for your child. This might seem like a given, but there are many important aspects to consider such as distance from home or familiar support systems, the campus environment, available majors and programs, admission requirements, and accommodation services. Additionally, it may be helpful to research accommodations for required admission exams such as the ACT or SAT. Next, set up campus tours and inquire about available services and/or accommodations – this can be a great way to “test drive” your child’s future campus! Once your child has been admitted, ask the institution about orientation accommodations and any necessary paperwork for their disability office (if seeking services). Throughout this process, it can be extremely helpful to keep a calendar of important dates so that you and your child can count down the weeks and feel prepared and confident come move-in day. Additionally, having a visual representation of these often-hectic weeks leading up to a big change can also help mitigate anxiety and stress.

OALA at Baylor University

While many universities vary in their available services, the Office of Access and Learning Accommodation (OALA) at Baylor is consistently one of the most progressive disability service centers. This is evidenced by their staff-to-student ratio, testing center, various classroom accommodations, shuttle services, access to both individual and group interventions, accommodation specialists, and living accommodations.

OALA is the primary office that coordinates Baylor University’s compliance with ADA Title III and Section 504 of the Rehabilitation Act of 1973 for students. It is important to note that the responsibilities towards students with disabilities in higher education institutions are very different from those of high schools. For instance, high schools are required under IDEA to identify the educational needs of students with a disability and provide a free and appropriate education. This responsibility is not required of higher education institutions. Instead, higher education institutions are required to provide appropriate academic accommodations to ensure that a student with a disability is not discriminated against. Therefore, the student is responsible for disclosing their disability to the institution and for submitting the necessary paperwork in a timely fashion. Once all paperwork has been submitted and approved, OALA provides services and accommodations to meet the varying needs of students with disabilities at Baylor in both academic and non-academic programs and services.

As previously stated, students with ASD registered through OALA are provided mental, social, behavioral, and academic support. These services include, but are not limited to classroom and living accommodations; individual mentoring that focuses primarily on mental health, adjusting to college, behavioral goals, and academic planning; group mentoring that allows individuals to come together to form a social network and discuss their experiences in a safe and collaborative environment; social-skills education either individually or within a group depending on the student’s comfortability around others; and providing professional transition planning for junior and senior students as they plan to enter the job market or attend a graduate program.

In order to receive services, students and their families will need to submit proper documentation. This documentation can vary by institution, but for a psychological condition such as ASD at Baylor University, this includes:

1. A current diagnosis that includes the name of the instrument, administration data, and all scores (if applicable)
2. Name, credentials, and license number of the evaluator
3. Statement of any prescribed medications and dosage
4. A statement of any on-going therapy or treatment regimen
5. A clear and specific statement of how the psychological condition and/or the medication impacts functioning and especially Baylor programs and services for which the accommodation is being requested (e.g., the college classroom)

6) Suggested classroom accommodations related to the impact of the disability and/or medication on learning or classroom requirements, or other programs or services of Baylor, substantiated by reference to number 5 above, and evaluation information.

For any additional resources, please visit the OALA website at https://www.baylor.edu/oala/index.php?id=88466 or the Parent FAQ section at https://www.baylor.edu/oala/index.php?id=74727. Again, keep in mind that although universities or other institutions of higher education may have different requirements, it is generally a good practice to have ample documentation available.

Concluding Remarks

The transition process can be scary and overwhelming at times, but the college experience is infinitely rewarding for many students. Further, it is important to emphasize that many colleges and universities recognize the importance of having a diverse student body and want to ensure that their students succeed in every domain. While concepts and skills such as organization, time management, self-awareness, communication, flexibility, and persistence are important for student success, feeling supported and valued at your new school are the most crucial.

 

References

 Barnhill, G. P. (2014). Supporting students with Asperger syndrome on college campuses: Current practices. Focus on Autism and Other developmental Disabilities.

Friedman, N. D. B., Warfield, M. E., & Parish, S. L. (2013). Transition to adulthood for individuals with autism spectrum disorder: Current issues and future perspectives. Neuropsychiatry, 3(2), 181–192.

Kapp, S. K., Gantman, A., & Laugeson, E. A. (2011). Transition to adulthood for high-functioning individuals with autism spectrum disorders. In M. R. Mohammadi (Ed.), A comprehensive book on autism spectrum disorders (pp. 451–478).

Pillay, Y., & Bhat, C. S. (2012). Facilitating support for students with Asperger’s syndrome. Journal of College Student Psychotherapy, 26(2), 140–154.

Pinder-Amaker, S. (2014). Identifying the unmet needs of college students on the autism spectrum. Harvard Review of Psychiatry, 22(2), 125–137.

Sanford, C., Newman, L., Wagner, M., Cameto, R., Knokey, A. M., & Shaver, D. (2011). The post-high school outcomes of young adults with disabilities up to 6 years after high school. Menlo Park, CA: SRI International

Shattuck, P. T., Narendörf, S. C., Cooper, B., Sterzing, P. R., Wagner, M., & Taylor, L. J. (2012). Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics, 129, 1042–1049.