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Post Secondary
Many individuals on the spectrum are able to continue their education by attending post secondary schools. This provides an opportunity to further social interaction, particularly in areas where the individual has key interests. 1
A misconception that many hold is that post-secondary education includes only 4-year universities and colleges. Therefore, it is important to explain the category of post-secondary education and all that it encompasses. Post-secondary education encompasses 4-year universities, 2-year colleges that offer associates' degrees, vocational schools and adult education. Adult education classes are courses typically offered through the community, and are non-degree oriented. 2
To have a successful post-secondary educational experience, individuals with autism spectrum disorders must be able to articulate accommodation needs when communicating with universities, disability services and/ or with other entities. It is important to give yourself plenty of time when planning for your educational options after high school. The sooner you start planning the better. Listed below are things to consider when deciding what type of post-secondary schools you should consider. 2
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The Transfer of Responsibilities
For students with a disability, there are several differences between high school and post secondary schools (see graph below). In high school the Individuals with Disability Education Act (IDEA) governs where the responsibility lies for insuring the issues on the left are implemented. In contrast, after high school, under the Americans with Disability Act (ADA), the student with a disability assumes all of the responsibilities to insure these topics are addressed. 3
| Issue | High School (IDEA) | College (ADA) |
| Identifying students with disabilities | School System | Student must initiate |
| Requesting services | School and Parent | Student |
| Obtaining disability documentation & estabilishing need for accomodation | School | Student |
| Providing accomidations | School | College |
| Advocating to obtain services | Parent and Student | Student |
| Deciding what courses to take | Student and Parent/Educator Team | Student |
During postsecondary education, the role of the parent changes due to federal privacy laws such as the Family Educational Rights and Privacy Act. Often times when students have received services in high school, parents have been very involved in the process. If parents want to communicate with post secondary personnel and be part of the process, permission must be granted by the student. If you would like your school to be able to discuss grades, classes, etc. with your parents or another adult, a consent form must be submitted. While parental support is encouraged, it is best to do as much self advocating as possible.
By being a self-advocate, you must understand your needs, know your learning style, know which accommodations work for you, and be able to communicate your needs to school personnel. 4
Requesting Services and Accommodations
Students who request services and accommodations must disclose the nature of their disability and provide appropriate documentation to the office responsible for disability services. This disclosure is considered confidential and is released with the student’s consent on a “need to know” basis. 4 (Read more)
Support Services
Many post-secondary schools and training programs provide auxiliary aids, accommodations, and support services that enhance the educational experience of students with autism and other disabilities.
It is essential that students take ownership for their accommodation needs and understand their educational responsibilities. When speaking with the office or department that organizes support services, it is important to understand what services and supports are routinely offered. It is also important to realize that many post-secondary institutions are just beginning to meet the needs of people with autism spectrum disorders. Therefore, it is also crucial to understand and communicate your needed supports for attending post-secondary education. 2 (Read more)
Choosing a Course of Study
Some individuals with autism spectrum disorders have intense interests and strengths that make the selection of an area of study very easy. Before choosing a college or other post-secondary program to attend, there are questions you should ask yourself about what you want to study and/or what major you want to pursue. 2 (Read more)
Where to Live
Deciding where to live is another aspect that must be considered. Whether living at home, on campus, or in your own house/apartment with or without a room mate are all options that should be explored. 2 (Read more)
Campus and Community Life
The size and location of the campus you are going to attend should be decided. Choosing the size of the school that you wish to attend is an individual choice. While some people prefer smaller schools where it is possible to know everyone, others may prefer the variety that a larger school offers. 2 (Read more)
Getting Prepared - Specifically for 4-Year Universities: Tests
The test score factor is only a consideration for those individuals who are contemplating a 4-year school. The tests that are typically used as prerequisites to 4-year colleges tend to be the Scholastic Aptitude Test (SAT) and the American College Test (ACT). 2 (Read more)
Finances
Finances may be a factor when choosing a post-secondary experience. Over the years, colleges and universities have continued to get more and more expensive. If the financial piece of your post-secondary puzzle is important, you may want to think about attending a vocational school or a 2- year college. 2 (Read more)
Life after high school is a major transition for all individuals. For the person with an autism spectrum disorder, this change can seem even more complex and demanding. Gathering information and preparing ahead can ease the anxiety and stress of planning and preparing for a post-secondary educational program. With careful planning and the proper supports, people with autism can avoid some of the struggles and enjoy a successful and meaningful post- secondary experience. The ultimate goal is a successful educational experience which prepares the individual for a productive and meaningful job or career. 2
1 Autism Society of America, “Postsecondary Education,” (31 January
2008) http://www.autism-society.org/site/PageServer?pagename=life_lifespan_postedu (23 January 2009)
2 Autism Research Institute, “The Road to Post-Secondary Education: Questions to Consider,” n.d. http://www.autism.com/individuals/roadseced.htm (26 January 2009).
3 Southeast Community College, “Dimensions in diversity.” Handout.
4 WINAHEAD, “Building Bridges: Transition from High School to College.” (March 2009) Slides from presentation.