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 & establishing need for accommodation	School	Student
Providing accommodations	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

Documentation provided to the disability service office must be current. The definition of “current” is determined by each institution. Most of the 4-year schools have a three-year rule; however, it does vary with each institution.

It is very important that as a student is nearing transition and the opportunity exists for a re-evaluation of their eligibility for services at the high school that you take into account the need for current documentation. It is important that the documentation list a specific diagnosis. It needs to be stated in writing how the disability impacts the student’s academic performance, as well as the appropriate accommodations for college and how it limits a major life activity. The documentation needs to be completed by a qualified diagnostician.

Once the documentation is received, the school will evaluate the requests and notify the student of their decision. Appropriate and reasonable requests are granted. Instructors are then notified of the approved accommodations. It is up to the student to talk with each instructor each semester directly about implementing accommodations in their course.⁴

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

You might require a support that is typically not offered. This does not mean that the post-secondary program cannot help meet your needs, but it is also no guarantee that all of your needs will be met. The better you understand your support needs and can articulate them, the more likely you will be to have a respectful conversation and negotiation process. While exploring the world of post-secondary education, here are some questions that you may find helpful when meeting with disability service staff:

• Is pre-registration, registration assistance, or priority class registration available?
• Is there flexibility in scheduling classes?
• Is there flexibility in course requirements such as class substitution or waivers if a student's disability impairs his/her ability to take a particular required course?
• Is extended time available for taking exams, doing term papers, and completing other assignments? In addition, are time extensions allowed for completion of the entire course or class?
• Is there a special orientation for new students?
• What is the physical accessibility of the campus? You need to check this out for yourself. Do not rely on reports from others.
• Is job/career placement support available after program completion? Are the placement services targeted for students with autism spectrum disorders and other disabilities?
• Are readers, books on tape, classroom note takers or transcriptions available?
• Are interpreter services available?
• Are there tutors to assist with ongoing class work?
• Are adaptive technologies such as assistive listening devices and talking computers available?
• What office or department is responsible for supporting students with autism spectrum disorders and other disabilities? What types of supports are available through this program?
• Are there mentorship or apprenticeship programs available? ²

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. Your choice of a major or course of study may help to pinpoint the type of school you want to attend. There are two- and four-year programs as well as technical and specialized training schools available depending on the program/major chosen. 

• What are your interests and strengths? 
• In what field do you envision yourself working? 
• What are the entrance requirements for the programs that interest you? 
• How many courses/credits are required to complete the major/program to receive a degree/certificate? 
• On average, how long does it take to complete the program? 
• What classes/courses (if any) are all students required to take regardless of their major/program? 
• Are advanced students allowed to “test out” of basic classes? 
• Are there supports offered to students who need to take remedial classes?²

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 roommate are all options that should be explored. Is living at home most important, or is living away from home a goal? If social activities and meeting other students are important to you, then living on campus or in a dorm may be best. Listed below are some things to consider before choosing a post-secondary school:

• Do you want to leave home? 
• If so how far do you want to move? 
• How often will you want to go home? If you go out of state or a long ways away, will it bother you to only come home on holiday/school breaks? 
• If you are commuting, how far will you have to travel daily? 
• Do you have the supports (i.e. finances, transportation) to allow for a commute? 
• If you do choose to move away from home, what supports will you need? 
• Do you want a roommate? If so, what are the reasons (i.e. financially, socially or for other reasons)? 
• Do you need/prefer meals to be prepared for you versus meals being prepared by you? 
• How/where will your laundry be done? 
• Is your housing close enough to your classes? 
• Do you want to live where there are planned activities for students to do together? 
• Do you want to live where there are rules such as curfews, and visiting hours for guests? ²

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. 

• How many students are enrolled at the school? 
• How many students live on campus and how many commute? 
• What is the average class size? 
• Are the buildings on campus large with many floors or are they smaller one and two story buildings? 
• What kind of atmosphere are you looking for (e.g. a place where you can hide in the crowd or someplace where there is more individualized attention)?

Many people feel comfortable in a community that feels comfortable. Choosing a school that offers a comfortable atmosphere is also important. 

• What types of recreational activities/entertainment are offered on campus? In the community? 
• Are there clubs, activities, study groups or other organizations on campus that are developed around a particular interest? 
• What transportation is offered on campus? In the community? 
• How long is the average walk to class? 
• How safe is the campus/community? 
• Is student parking for bikes/cars easy to access?²

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). Scores that students earn on the SAT and the ACT are used by colleges as a part of the admissions process. It is important to know which test scores are preferred by the college that you are targeting. At this time, most colleges tend to accept scores from either examination. However, there is a tendency for midwest and southern schools to prefer the ACT. Likewise, eastern and western schools prefer the SAT. If a school states a preference for one test over the other, that does not mean that the other test is not acceptable. It simply means that they have a preference. ²

The Preliminary Scholastic Aptitude Test (PSAT) is usually taken as a sophomore in high school. The purpose of the PSAT is to offer students an opportunity to practice these exams. The PSAT is shorter in length than the SAT. It is 2 hours long. However, it covers the same subject areas. It has a verbal section as well as a math section. Taking the PSAT as a sophomore is good planning. It can help you realize what areas you might need to work on prior to taking the SAT or the ACT. ²

You can check with guidance counselors at school to get the schedule of where and when the tests will be administered and what you will need to do to register. If you need accommodations to take these tests, they should be provided. Under the Individuals with Disabilities Education Act, if you receive accommodations to take tests throughout the typical school year (e.g., extended time, alternative format) then you are entitled to have similar accommodations on these exams. Check with a guidance counselor to help ensure that you are receiving the support that you are entitled to receive. ²

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. These options tend to be less expensive. As a student, you do not need to worry about costs for room and board. Typically, on-campus housing is not an option for 2-year and vocational schools. ²

Overall, it is important to plan well in advance if you are going to require financial aid. You may not need financial aid for tuition or even housing. However, you may need a specific type of support that the disability services office for the school cannot fund at 100%. Therefore, you may need to have financial support to have the best educational situation possible. ²

Questions that you might want to ask yourself are as follows: 

• Are finances a primary consideration when I think about post-secondary education? 
• Will I need to take out a loan to cover educational expenses? 
• Am I on the Medicaid Waiver? Will my Waiver pay for any of my expenses? 
• Am I eligible for the Medicaid Waiver? How long is the waiting list for the Medicaid Waiver? Please note that if you are looking at the Medicaid Waiver as an option to defray costs, you should apply no later than the persons 14th birthday due to waiting lists. 
• Will Vocational Rehabilitation be willing to support a part of my education? If so, what are their terms? 
• What scholarships are available? Please note, many scholarships have certain criteria (e.g., certain score on ACT or SAT, certain grade point average). Therefore, you may want to be knowledgeable about the criteria while going through high school. 
• Is there a financial aid office affiliated with the program you are considering? If so, what financial assistance is offered through the financial aid office? 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.