These findings highlight some key potential pitfalls for students with ASD which may be useful targets for prevention and remediation, as well as informing policy for colleges and universities as they consider cost-effective interventions to improve the academic success of students with ASD. Prominent themes that emerged as areas of concern were social skills, executive functioning, academics, campus living, and support services.

Qualitative analysis of parent interviews examined the concerns and challenges they anticipated their son/daughter might experience in a university setting, as well as supports they are seeking as they consider postsecondary options. The purpose of this study was to conduct a preliminary investigation into the perspective of parents of high schoolers with ASD regarding their son/daughters’ transition to college. While those with ASD may be very knowledgeable within their chosen field, a range of academic-related and nonacademic challenges may hinder their success including executive functioning challenges and interpersonal issues. Young adults with autism spectrum disorder (ASD) are attending university in increasing numbers. Implications for practitioners working in postsecondary environments and future research are discussed.

The existence of peer mentoring programs was the strongest predictor of whether or not an institution had ASD-specific services. Over 90% of institutions use academically focused accommodations (e.g., extended exam time), but only 44.7% of institutions provided sensory accommodations and 28.3% of institutions offered ASD-specific services. Findings indicate that although students with ASD are more likely to attend two-year public institutions, there are no differences in accommodations or student support services by institution type. This study used predictive modeling to isolate factors that are strong indicators of whether or not and institution provided ASD-specific programs. Using a randomly selected, nationally representative sample of postsecondary institutions (n =1,245 response rate 38.8% return rate 41.9%), this study explored enrollment trends of students with ASD and the types of reasonable accommodations and support services offered to those students. The purpose of this study was to examine how postsecondary institutions are fostering the academic success of students with ASD. Yet, we know little about what types of accommodations or services disability resource providers employ to support students with ASD. Students with Autism Spectrum Disorder (ASD) are participating in postsecondary education at an increasing rate.

Accommodations for students with autism