Fast Fact #9 Mentoring can be more than academic.

Fast Fact #9 Mentoring can be more than academic.

Typical accommodations for students with autism in higher education focus on academic issues. But students with autism might also benefit from mentors focused on social and emotional needs. Such guidance would be especially important for students just beginning their college experience.

Fast Fact #8 Why don’t accommodations always work?

Fast Fact #8 Why don’t accommodations always work?

Formal accommodations may not adequately support students’ academic needs. One reason for this deficiency is that student accommodations are not always fulfilled by teachers, which can be very challenging for students.

Fast Fact #5 – Half of the youth with Autism did not experience any disruption in education or employment after high school.

Fast Fact #5 – Half of the youth with Autism did not experience any disruption in education or employment after high school.

Among the 36 youth with Autism Spectrum Disorder (ASD)…

* 10 people remained in the same activity since high school.

* 8 people experienced upward mobility (either “becoming employed while maintaining enrollment in postsecondary education, taking a few classes to being a full time student, going from a sheltered pre-vocational setting to a supported joy or going from no activities to a supported job”) after high school.

Fast Fact #1: 1 in 68 or 1 in 225?

Fast Fact #1: 1 in 68 or 1 in 225?

Fast Fact #1 We’ve all heard the statistic that 1 in 68 people are diagnosed with ASD, but only 1 in 225 beginning college students in our study self-reported ASD. View/Download PDF Why do only 1 in 225 new college students report having Autism? Possible reasons for...
Autism Coming to College (Issue Brief)

Autism Coming to College (Issue Brief)

Autism Coming to College (Issue Brief) Download PDF In this issue brief: Highlights from the first article in top-tier higher education journal to ever mention autism. A new model to help students and institutions anticipate, address, and overcome challenges that...
Autism Coming to College (Issue Brief)

[Lit Review] Indicators of Postsecondary Employment and Education for Youth With Disabilities in Relation to GPA and General Education

Taking required courses for postsecondary education and receiving high grades are important, but alone do not give a clear picture of whether students with disabilities will be successful in post-school academic or employment settings. Assessing non-academic skills related to employment and further education can complete this picture of skills students with disabilities will need after leaving high school. Click here to read more!

Autism Coming to College (Issue Brief)

[Lit Review] A Report on Using General-Case Programming to Teach Collateral Academic Skills to a Student in a Postsecondary Setting

To be successful in university courses, students with intellectual disabilities must have a set of collateral academic skills. Collateral academic skills refer to effective strategies that enable students to access course information and to meet the class requirements outside of course content. Overall students with intellectual disabilities have a hard time learning and generalizing new skills. Systematic instruction and inclusion can help. Click this link to read the full annotation.

Autism Coming to College (Issue Brief)

[Lit Review] The Impact of Labels and Behaviors on the Stigmatization of Adults with Asperger’s Disorder

In this study, the average participant rated their knowledge of AD “none to moderate,” and 2/3 indicated that they had to exposure to an individual with AD. Behavior among AD individuals elicited more stigmatization according to the Social Distance Scale than labeling. Additionally, no prior knowledge of behavior leads to stigmatization (not just behavior alone). Click here to read more.