Postsecondary Students
Is ASD considered a disability at The college Level?
Yes, ASD is one of many recognized disabilities that can
impact students learning and participation in college experiences. The Americans with Disability Act (ADA)
provides certain rights to individuals with disabilities to prevent
discrimination and to provide students with academic accommodations and supports that help them access education. While many with ASD consider their condition to be just part of a broad spectrum of neurodiversity, you are entitled to rights and protection under ADA. You are also protected against discrimination as a member of a protected class (individuals with disabilities) by the Office of Civil Rights.
Being in college can be exciting and overwhelming at the same time. You are probably experiencing more independence, more ‘free time’ and the ability to make more choices. Whether you live at home with your family or on your own or with roommates, there’s a lot you can do to make sure you have academic success and a fulfilling college experience.
This webpage will provide you with research findings and advice specifically for students with ASD.
That is entirely up to you! Unless you choose to disclose your disability, nobody will be told. Many students choose to disclose their ASD to some people at college, such as roommates, advisors, and instructors, but not to others. There are good reasons to do so.
It’s true that students with ASD who attend college are starting anew with new instructors, peers and support staff. But that does not mean your ASD has disappeared. Invisible disabilities frequently give hints that something is going on with a student, through communication malfunctions, unusual or unexpected behaviors, and awkward social moments. When these occur, peers and others start to create their own ideas about what exactly is going on. They may erroneously believe you have a mental illness, or in some cases, that you are rude or aloof. Wouldn’t it be better for them to have the full picture of you as an individuals with ASD—a neurological condition that poses challenges in communication, socialization and sensory modulation?
People with ASD may feel it is nobody’s business that they are on the spectrum, similar to how they feel about religious or political leanings. It is just part of who they are. But at the same time, in the words of Dr. Roy Richard Grinker, “Hiding creates stigma.” There is no shame in having ASD, any more than being left-handed, or color-blind. It is just part of who you are and it impacts how you perceive the world and relate to it.
There are several points where you might want to disclose. Consider the following:
You may disclose in your application or essay as part of your application, or during a tour of campus. Most students prefer not to do this, as it should not provide any advantage to you. There is no guarantee that anything disclosed prior to enrolling in the college will be shared further than the person you disclosed to—such information is typically not shared across college units unless you specifically ask for it to be, and sign a release form allowing it.
You may disclose to the office at your college that supports people with disabilities when you begin attending (in person or virtually) or at any time after that. This office may be called the Disability Resource Office, or Disability Services, or Accessibility Services—it is different at every college, but every college has an office like this. This is where you would provide information about your disability, and academic accommodations that you have used in high school and find helpful, and other information about your courses. If you do this, the department will notify your instructors about your accommodations, such as extra time on exams, or quiet testing location, or preferential seating, or if a service animal will attend. They will NOT explain what your diagnosis is or reveal you have ASD. It is up to you to share this information with your instructors if you wish. There is no disadvantage to disclosing to and registering with this office—they will not notify anyone you don’t specifically ask to be notified about your accommodations, and they may offer other helpful services, such as tutoring or classes on organizing, or peer mentoring.
You may disclose to housing in your housing application if you will be staying on campus or in college affiliated housing. This may be important for locating a roommate situation that matches your sensory and sleep needs. You should be specific about what would be helpful in a room or roommate situation with the housing staff. The staff may ask if you wish to disclose to your roommates—they cannot do that for you.
Your Advisor may be able to help you choose courses and instructors that are the best match for your particular profile of ASD if you disclose. They may know when the most understanding instructor will teach a course you must take, and advise a different sequence that will be a lifesaver for you.
You may disclose to the student health center or counseling center, or to the campus security force if you choose. If you tend to have self-soothing behavior that may seem unusual or cause concern for others who may report you to campus security as a suspicious person, it may be helpful for you to be familiar to the security personnel so they know how to support you in a crisis situation.
You may disclose the specifics of your ASD with instructors. Many college classes are large and professors don’t always have the time to get to know individual students. Taking the initiative to talk with professors helps them put a face to the name. It also shows that they’re taking an active role in their education. Telling your instructor about your ASD and how it impacts you, such as difficulty with eye contact, or a tendency to rock or fidget, as well as things that help that are outside of academic ADA accommodations, such as wearing noise-cancelling headphones, taking a photo of an equation may open up opportunities for you to feel better in class while also improving your ability to demonstrate your knowledge.
You may disclose to classmates, club members and peers. Disclosing to peers can be a great way to build a supportive community at college. College is different from high school, and equity, diversity and inclusion is more widely embraced. Disclosing can help you connect with other students who also have learning and thinking differences. That may be a confidence-booster. Friends can also offer support. For example, if peers understand attending a loud party is going to cause you to have a meltdown, they may be less likely to push you to do that.
Many adults with ASD struggle with what to say and when to say it when it comes to disclosing their disability. When disclosing to the Office of Disability Services, it is easy—everyone coming there is coming for support, and they are very comfortable and knowledgeable about ASD in most cases. When disclosing to Housing you may want to include your family in the discussion initially. You may choose to disclose to your roommates or peers in an informal conversation, or a housing staff member may be able to support you in a discussion of your disability and how it impacts a roommate contract or other expectations.
To disclose to your instructor, your CARD liaison may be able to help you draft and send an email letter of introduction to familiarize the instructor with ASD in general and how it may impact you in the course. This is typically done right at the beginning of the semester. You may also disclose during office hours if you prefer an in-person approach. It is generally a good idea to have a list or visual support of what you want to say with you if you go to office hours—the instructor will probably want to know how to best support you. A sample list of discussion prompts is HERE.
Students that engaged with disability services during the transition to college had better academic performance than students that sought support after their first-year (Lightner, Kipps-Vaughan, Schulte, & Trice, 2012). The ability to self-advocate is critical to their postsecondary success (Barber, 2012).
42.6% of institutions offer orientation or transition programs. (Stodden, Whelley, Harding & Chang, 2001)
Students with ASD reported experiencing hostile behavior at a significantly greater rate than their peers without disabilities (Brown et al., 2015) and may process input from the five external-directed senses (vision, hearing, smell, taste, touch) and two internal-directed senses (balance, muscular feedback) differently (Robertson & Ne’eman, 2008) that may cause students with ASD to feel overwhelmed in the classroom and college living environment. (Boutot & Myles, 2011)
Students with ASD often need support with executive functions, tasks and social-emotional relationships (Longtin, 2014), which are “two areas typically unaddressed by accommodations on postsecondary campuses” (Burgstahler & Russo-Gleicher, 2015, p. 200).
American Council on Education: College on the Autism Spectrum features an article from Higher Education Today focused on preparing students for post-secondary education and supporting those already enrolled.
https://www.higheredtoday.org/2018/05/09/college-autism-spectrum/
Autism Speaks Postsecondary Educational Opportunities Guide provides insights into steps to pursue post-secondary education and how to choose programs that support students with ASD.
https://www.autismspeaks.org/tool-kit/postsecondary-educational-opportunities-guide
College Autism Network provides resources and research summaries on post-secondary programing for students with ASD.
https://collegeautismnetwork.org/
Division on Career Development and Transition (DCDT) A division of the Council for Exceptional Children (CEC). Promotes national/international efforts to improve career/vocational and transition services for individuals with disabilities.
https://ccrs.osepideasthatwork.org/resources/cec-division-career-development-and-transition-dcdt
The DOIT Center: Autism Spectrum Disorders presents information on ASD and a list of accommodations by class type that may support students.
https://www.washington.edu/doit/autism-spectrum-disorders-asperger-syndrome
The DOIT Center: Invisible Disabilities and Postsecondary Education webinar presents how student self-determination impacts effective accommodations for students who are ASD or have other invisible disabilities can result in successful outcomes.
Expanding the Dialogue on Autism: Education provides a discussion individualization and systems change to fully support individuals with ASD in post-secondary education.
https://thinkcollege.net/resource/inclusive-academics/expanding-the-dialogue-on-autism-education
Finding your Way: A College Guide for Students on the Spectrum provides guidance for students preparing for transition to post-secondary education programs.
https://researchautism.org/findingyourway/
George Washington University: HEATH Resource Center at the National Youth Transitions Center for Students with Autism in the College Classroom provides online resources and information for supporting students with ASD.
https://www.heath.gwu.edu/wtcs-autism-spectrum-disorders-asd-guide
Indiana Resource Center for Autism: Academic Supports for College Students with an Autism Spectrum Disorder: An Overview of ASD and recommendations for support.
Indiana Resource Center for Autism: Academic Supports for College Students with an Autism Spectrum Disorder: An Overview
NCLD: Self-Advocacy Skills and Self-Determination: Keys to Postsecondary Success – Key Considerations for Higher Education Faculty provides faculty with an overview of how to support students with invisible disabilities
Scholarly Articles:
Anderson, A. H., Stephenson, J., Carter, M., & Carlon, S. (2018). A Systematic Literature Review of Empirical Research on Postsecondary Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 49(4), 1531–1558.
https://doi.org/10.1007/s10803-018-3840-2
Cox, B. E., Thompson, K., Anderson, A., Mintz, A., Locks, T., Morgan, L., Wolz, A. (2017). College experiences for students with Autism Spectrum Disorder (ASD): Personal identity, public disclosure, and institutional support. Journal of College Student Development.
https://diginole.lib.fsu.edu/islandora/object/fsu%3A291205
Barnhill, G. P. (2016). Supporting students with Asperger syndrome on college campuses: Current practices. Focus on Autism and Other Developmental Disabilities,31(1), 3–15.
https://doi.org/10.1177/1088357614523121
Brown, K.R. & Coomes, M.D. (2016) A spectrum of support: current and best practices for students with Autism Spectrum Disorder (ASD) at community colleges, Community College Journal of Research and Practice, 40:6, 465-479.
https://doi.org:/10.1080/10668926.2015.1067171
Dallas, B. K., Ramisch, J. L., & McGowan, B. (2015). Students with Autism Spectrum Disorder and the Role of Family in Postsecondary Settings: A Systematic Review of the Literature. Journal of Postsecondary Education & Disability, 28(2), 135.
https://eric.ed.gov/?q=Dallas%2c+B.+K.%2c+Ramisch%2c+J.+L.%2c+%26+McGowan%2c+B.+&id=EJ1074657
Dijkhuis, R., de Sonneville, L., Ziermans, T., Staal, W., & Swaab, H. (2020). Autism symptoms, executive functioning and academic progress in higher education students. Journal of Autism & Developmental Disorders, 50(4), 1353–1363.
https://doi.org/10.1007/s10803-019-04267-8
Highlen, D. (2017) Helping Students with Autism Spectrum Disorder at the Community College: What Does the Research Say? What Can You Do?, Community College Journal of Research and Practice, 41:7, 447-454
https://doi.org/10.1080/10668926.2016.1199334
Jackson, S. L. J., Hart, L., Brown, J. T., & Volkmar, F. R. (2017). Brief Report: Self-Reported Academic, Social, and Mental Health Experiences of Post-Secondary Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 48(3), 643–650.
https://doi.org/10.1007/s10803-017-3315-x
Kirby, A. V. (2016). Parent Expectations Mediate Outcomes for Young Adults with Autism Spectrum Disorder. Journal of Autism Developmental Disorders, 46. 1643-1655.
https://doi.org/10.1007/s10803-015-2691-3
Lizotte, M. (2018). I am a College Graduate: Postsecondary Experiences as Described by Adults with Autism Spectrum Disorders. International Journal of Education and Practice, 6(4), 179–191.
https://doi.org/10.18488/journal.61.2018.64.179.191
White, S. W., Elias, R., Capriola-Hall, N. N., Smith, I. C., Conner, C. M., Asselin, S. B., Mazefsky, C. A. (2017). Development of a College Transition and Support Program for Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 47(10), 3072–3078.
https://doi.org/10.1007/s10803-017-3236-8
Widman, C.J., Lopez-Reyna, N. Supports for Postsecondary Students with Autism Spectrum Disorder: A Systematic Review. (2020) Journal of Autism and Developmental Disorders.
The DOIT Center: Autism Spectrum Disorders presents information on ASD and a list of accommodations by class type that may support students.
https://www.washington.edu/doit/autism-spectrum-disorders-asperger-syndrome
The DOIT Center: Invisible Disabilities and Postsecondary Education webinar presents how student self-determination impacts effective accommodations for students who are ASD or have other invisible disabilities can result in successful outcomes.
*DNE: https://youtu.be/skNAVgPb1Lo
NCLD: Self-Advocacy Skills and Self-Determination: Keys to Postsecondary Success – Key Considerations for Higher Education Faculty provides faculty with an overview of how to support students with invisible disabilities
https://www.acenet.edu/Documents/Self-Advocacy-Skills-and-Self-Determination-Higher-Education-Faculty.pdf
LD Online: College Students and Disability Law presents information about student rights and disability law pertaining to post-secondary education
http://www.ldonline.org/article/6082
Project 10 Standing Up for Me provides a self-determination and self-advocacy curriculum.
http://project10.info/files/SUFM_Participant_Materials_final.pdf
National Collaborative on Workforce and Disability provides a workbook for youth to consider the benefits of disclosing and practice in how to do so effectively.
http://www.ncwd-youth.info/wp-content/uploads/2016/10/411_Disability_Disclosure_complete.pdf
Affordability in the Florida College System presents an analysis of the challenges and approaches to making post-secondary education affordable. http://www.fldoe.org/core/fileparse.php/7724/urlt/FCS18-Affordability.pdf
FCIHE Webinar: Financial Aid for College
Florida Center for Inclusive Higher Education webinar focused on accessing scholarships
https://fcihe.com/event/how-to-pay-for-college-scholarships-financial-aid-more-webinar/
Find Something New provides additional tools and resources to support individuals as they progress through college and into the workforce. This site can be used to find your career path or to better plan for college and financial aid.
https://findsomethingnew.org/resources/
Florida Bright Futures Handbook lists Bright Futures scholarships, including
Florida Gold Seal CAPE Scholarships for students enrolled in certain career and technical education programs.
https://www.floridastudentfinancialaidsg.org/SAPBFMAIN/SAPBFMAIN
Florida Center for Inclusive Higher Education webinar focused on accessing scholarships
https://fcihe.com/event/how-to-pay-for-college-scholarships-financial-aid-more-webinar/
Project 10 Financial Planning for Postsecondary Education page:
http://project10.info/DPage.php?ID=198
VR Transition Program and Services provides services for both high school and post-secondary students, including support with funding education and securing a career.
CBTV: Outside the Box Accommodations in College part 1
https://www.youtube.com/watch?v=0VivSnSNXXE
NAMI College Guide discusses mental health challenges for post-secondary education students and support and strategies in response.
https://www.nami.org/collegeguide
University of Massachusetts Medical School: Transitions ACR – Executive Functioning Skills: The Real Reasons Why Students with Mental Health Conditions May Struggle Academically links to other resources that address mental health in postsecondary education.
https://www.umassmed.edu/TransitionsACR/publication/presentations/education/
University of Massachusetts Medical School: Transitions ACR – Outside the Box Accommodations provides information on accommodations to address the social/emotional needs of students dealing with mental health challenges (in English and Spanish).
https://escholarship.umassmed.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1110&context=pib
University of Massachusetts Medical School: Transitions ACR: Tools for School: Accommodations for College Students with Mental Health Challenges provides information and guidance for students with mental health challenges.
https://www.umassmed.edu/TransitionsACR/publication/tip-sheets–issue-briefs/education/
Scholarly Articles:
Anderson, A., Cox, B. E., Edelstein, J., & Wolz A. (2019) Identifying and Addressing the Concerns of College Students with Autism. College Students with Autism. College Student Affairs Journal, 37, 14-27.
https://muse.jhu.edu/article/722356
Hu, Q., & Chandrasekhar, T. (2020). Meeting the mental health needs of college students with ASD: A survey of university and college counseling center directors. Journal of Autism and Developmental Disorders.
A Parent and Teacher Guide in Section 504: Frequently Asked Questions addresses the differences between section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act.
http://www.fldoe.org/core/fileparse.php/7690/urlt/0070055-504bro.pdf
LD Online: College Students and Disability Law presents information about student rights and disability law pertaining to post-secondary education
http://www.ldonline.org/article/6082
PACER: The ADA, Section 504 & Postsecondary Education explains the difference between the ADA and Section 504 and how they affect postsecondary education.
https://www.pacer.org/transition/resource-library/publications/NPC-42.pdf
Section 504 of the Americans with Disabilities Act, Subpart E – Postsecondary Education provides the full text of ADA components of section 504 related to post-secondary education.
https://www2.ed.gov/policy/rights/reg/ocr/edlite-34cfr104.html#E
Find Something New provides additional tools and resources to support individuals as they progress through college and into the workforce. This site can be used to find your career path or to better plan for college and financial aid.
https://findsomethingnew.org/resources/
Florida Department of Education’s Approved Middle School Courses for Career and Education Planning provides a listing of courses that fulfill the requirements for a career planning course before ninth grade.
http://www.fldoe.org/core/fileparse.php/7531/urlt/approved-courses.pdf
Florida Department of Education’s Career Cluster Infographic Fact Sheets are designed to give students information on career paths, education needed and CTE courses to explore a variety of high-demand fields.
http://www.fldoe.org/core/fileparse.php/5652/urlt/CareerClusterInfographics.pdf
Florida Department of Education’s College and Career Planning Educator’s Toolkit provides an overview of the middle grades career planning course requirements and planning tools for secondary education.
http://www.fldoe.org/academics/college-career-planning/educators-toolkit
Florida Department of Education High School Course Planning Sheet is a chart that can be used as a visual support for planning high school coursework.
http://www.fldoe.org/core/fileparse.php/7531/urlt/HighSchoolCoursePlan.pdf
Florida Ready to Work provides training and free courses to help individuals become more employable. This coursework can provide the skills needed to enhance communication, reasoning, and problem-solving.
https://www.floridareadytowork.com/jobseekers
FutureQuest Island is an interactive program to explore career options.
https://www.futurequestisland.org/#screen-login
Mi Proximo Paso/My Next Move provides online opportunities for career and post-secondary education exploration and planning.
https://www.mynextmove.org/ or https://www.miproximopaso.org/
O*net Online provides comprehensive occupational descriptions and data and a compendium of employment and career exploration linked to the national employment index.
Project 10 Transition Education Network’s Middle School Transition Trail Map provides a step by step plan for planning for secondary postsecondary, and career outcomes.
http://project10.info/Documents/Middle_School_Transition_Trail_Map_-_Final_7.28.2020.pdf
Project 10 Transition Education Network’s Benchmarks for Middle School Transition Planning highlights the evidence-based indicators of postsecondary success
http://project10.info/Documents/Benchmarks_for_MS_Transition_Planning_Final_7.27.20_docx_1_1.pdf
Project 10 Transition Education Network’s Career and Technical Education: Enhancing Educational Experiences in Middle School, High School and Postsecondary Education Provides guidance on steps to pursue CTE options as early as middle school. http://project10.info/Documents/CTE_SSTIC_Product_with_CTE_Option_4.17.2020.pdf
Topical Brief: http://project10.info/Documents/January_2019_Topical_Brief_Career_and_Techni.pdf
Project 10 Transition Education Network’s Collaboration for a Smooth Secondary Transition Topical brief provides guidance on appropriate transition supports. http://project10.info/Documents/July_2019_Topical_Brief_Collaboration_for_a_Smooth_Secondary_Transition.pdf
Think College’s Web-Based/Transition Assessments lists resources for assessing interests, abilities and work values for individuals with intellectual disabilities.
FCIHE Webinar: Independent Living & College Success. This webinar covers topics related to living on your own as a college student.
https://fcihe.com/event/fcihe-independent-living-college-success/
FCIHE: Webinar: What’s the difference between high school and college? This webinar explains differences between high school and post-secondary programs.
https://fcihe.com/event/whats-the-difference-between-high-school-college-webinar/
Find Something New provides additional tools and resources to support individuals as they progress through college and into the workforce. This site can be used to find your career path or to better plan for college and financial aid.
https://findsomethingnew.org/resources/
Finding your Way: A College Guide for Students on the Spectrum provides guidance for students preparing for transition to post-secondary education programs.
https://researchautism.org/findingyourway/
Florida Center for Students with Unique Abilities Planning for College Page provides resources and financial aid information on Florida’s postsecondary programs for students with intellectual disabilities.
https://fcsua.org/E_resources.php
Moving On: The Two-Four Step video presents information on transitioning from a two-year to a four-year college.
https://youtu.be/cAYC2nrQRjw
National Collaborative on Workforce and Disability provides a workbook for youth to consider the benefits of disclosing and practice in how to do so effectively.
http://www.ncwd-youth.info/wp-content/uploads/2016/10/411_Disability_Disclosure_complete.pdf
National Collaborative on Workforce and Disability provides a workbook for youth to consider the benefits of disclosing and practice in how to do so effectively.
http://www.ncwd-youth.info/wp-content/uploads/2016/10/411_Disability_Disclosure_complete.pdf
OAR: A Guide for Transition to Adulthood provides a comprehensive guide for parents and students as they consider secondary to post-secondary options.
https://researchautism.org/resources/a-guide-for-transition-to-adulthood/
Project 10 Standing Up for Me provides a self-determination and self-advocacy curriculum.
http://project10.info/files/SUFM_Participant_Materials_final.pdf
Project 10 provides a wealth of information for educators support staff, students, and families planning for post-secondary education and student-focused planning.
http://project10.info/
Resources include:
Post-secondary Education page:
http://project10.info/PostsecondaryEducation.php#NS27
Student-focused Planning page:
http://project10.info/DPage.php?ID=80#NS3
Family Involvement page:
http://project10.info/DPage.php?ID=266
Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities provides a student guide to rights and responsibilities at the post-secondary level.
https://www2.ed.gov/about/offices/list/ocr/transition.html
Transition from School to Adulthood for Youth with Autism Spectrum Disorder: What We Know and What We Need to Know provides information regarding transition from high school to college and employment.
https://doi.org/10.1177/1044207313518071
Scholarly Articles
Beresford, B., & Mitchell, W. (2014). Young people with high-functioning autism and Asperger’s syndrome planning for and anticipating the move to college: What supports a positive transition? British Journal of Special Education, 41(2), 151-171. doi:10.1111/1467-8578.12064
https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1467-8578.12064
Brogdon, B., Cox, B. E., Edelstein, J., Roy, A., (2016). A Spectrum of Student Success: Identifying Factors Affecting Access, Experiences, and Outcomes for Students on the Autism Spectrum. College Autism Network, 1-35.
Chiang, Hsu-Min, Cheung, Y. K., Hickson, L., Tsai, L. Y., & Xiang, R. (2012). Predictive Factors of Participation in Postsecondary Education for High School Leavers with Autism. J Autism Dev Disord, 42, 685-696. doi: 10.1007/s10803-011-1297-7
https://pubmed.ncbi.nlm.nih.gov/21618065/
Dallas, B. K., Ramisch, J. L., & McGowan, B. (2015). Students with Autism Spectrum Disorder and the Role of Family in Postsecondary Settings: A Systematic Review of the Literature. Journal of Postsecondary Education and Disability, 28(2), 135-147.
https://eric.ed.gov/?q=Dallas%2c+B.+K.%2c+Ramisch%2c+J.+L.%2c+%26+McGowan%2c+B.+&id=EJ1074657
Los, J. E., Nasamran, A., & Witmer, S. E. (2017). Exploring Predictors of Postsecondary Outcomes for Students With Autism Spectrum Disorder. Education and Training in Autism and Developmental Disabilities, 52(4), 343-356. doi:10.1037/e603852013-001
https://eric.ed.gov/?id=EJ1160232
Manju, B., Donahue, A.T., Gobbo, K., & Shnulsky, S. (2017) College Students Who Have ASD: Factors Related to First Year Performance. Journal of Postsecondary Education and Disability, 30 (4). 373-382.
https://eric.ed.gov/?id=EJ1172785
McDaniel, S. & Hall, L. J. (February, 2018). The promise of extra-curricular club participation for high school students with autism spectrum disorder. Oral presentation at Council for Exceptional Children (CEC) conference, Tampa, FL.
Richardson, J. T. (2016). Academic attainment in students with autism spectrum disorders in distance education. Open Learning: The Journal of Open, Distance and E-Learning, 32(1), 81-91. doi:10.1080/02680513.2016.1272446
https://www.tandfonline.com/doi/abs/10.1080/02680513.2016.1272446?journalCode=copl20
Shattuck, P., Silverman, C., & Sosnowy, C. (2018). Parents’ and Young Adults’ Perspectives on Transition Outcomes for Young Adults with Autism. Autism, 22 (1), 29-39. Doi: 10.1177/1362361317699585
Accommodations and Support Services for Students with Autism Spectrum Disorder (ASD): A National Survey of Disability Resource Providers https://eric.ed.gov/?id=EJ1153551
Nova Southeastern University: Access Plus is a comprehensive program for services, academic, residential and vocational support for NSU students with ASD.
http://www.nova.edu/humandevelopment/autism/access-plus/support-programs.html
Santa Fe College: Spectrum of Success helps to integrate students with ASD into the Santa Fe College community.
https://www.sfcollege.edu/drc/sos/index
Seminole State College: Full Spectrum Support facilitates successful adjustment and progression of Seminole State students with ASD in all domains of college life.
https://www.seminolestate.edu/dss/autism-spectrum-disorders
University of Florida: SOCIAL GATORS is a program for UF students who identify as students with ASD. The program focuses on assisting students with developing skills for social interactions, independent living, career seeking, and academics.
https://disability.ufl.edu/students/social-gators/
University of North Florida: THRIVE is an ASD support program that focuses on social skills, independent living skills, and career development skills.
https://www.unf.edu/drc/THRIVE_Program.aspx
University of West Florida: ARGOS for Autism provides academic, social, life skills, and career planning support to students with autism.
Disability Support Services provides information about navigating state colleges for students with disabilities.
FLDOE Technical Assistance Paper: Career and Technical Education Basic Skills Assessment Requirements addresses the basic skills requirements for completion of career and technical education career certification programs of 450 hours or longer.
http://www.fldoe.org/core/fileparse.php/5444/urlt/basic-skill-tap-att1.pdf
Florida Counseling for Future Education Handbook provides a listing of Florida State College credentials. https://dlss.flvc.org/documents/210036/217302/Florida+Counseling+for+Future+Education+Handbook.pdf/8e147e5f-857c-490e-be68-f145b084fc12
Florida Postsecondary Education Guide provides information on Universities, State Colleges, Career Centers, and Private Programs.
https://www.fddc.org/sites/default/files/DDCouncil_EducationGuide.pdf
Florida State Colleges, Florida DOE Division of State Colleges provides information on Florida state colleges.
Find Something New provides additional tools and resources to support individuals as they progress through college and into the workforce. This site can be used to find your career path or to better plan for college and financial aid.
https://findsomethingnew.org/resources/
Florida Abilities Work includes resources for job-seekers with disabilities and employers, and lists agencies that support employment, including CareerSource Florida and Career Source Centers.
www.abilitieswork.employflorida.com
Florida Developmental Disabilities Council: Changing Face of Benefits is a workbook and online course that provide information about the impact of employment on the receipt of government benefits.
https://www.fddc.org/resources
Domin, D., & Sulewski, J. (2019). VR’s Role in the Seamless Transition from Higher Education to Employment. VR and Youth Rehabilitation Research and Training Center Practice Brief.
https://thinkcollege.net/sites/default/files/files/resources/VRs%20Role%20Seamless%20Transition_Practice%20BRief.pdf
Florida Ready to Work provides training and free courses to help individuals become more employable. This coursework can provide the skills needed to enhance communication, reasoning, and problem-solving.
https://www.floridareadytowork.com/jobseekers
O*net Online provides comprehensive occupational descriptions and data and a compendium of employment and career exploration linked to the national employment index.
Project 10 Transition Education Network’s Career and Technical Education: Enhancing Educational Experiences in Middle School, High School and Postsecondary Education Provides guidance on steps to pursue CTE options as early as middle school.
http://project10.info/Documents/CTE_SSTIC_Product_with_CTE_Option_4.17.2020.pdf
Topical Brief: http://project10.info/Documents/January_2019_Topical_Brief_Career_and_Techni.pdf
Vocational Rehabilitation (Florida Department of Education’s Division of Vocational Rehabilitation) provides support to individuals with disabilities whose employment is impacted by their disability.
VR Customer Services provides an overview of VR services.
http://www.rehabworks.org/customers.shtml
Scholarly Articles
Briel, L. W., & Evans Getzel, E. (2014). In their own words: The career planning experiences of college students with ASD. Journal of Vocational Rehabilitation, 40, 195-202. doi:10.3233/JVR-140684
http://centerontransition.org/documents/publications/career_planning.pdf
Domin, D., & Sulewski, J. (2019). VR’s Role in the Seamless Transition from Higher Education to Employment. VR and Youth Rehabilitation Research and Training Center Practice Brief.
Kurtz, A and Jordan, M. (2008) Supporting Individuals with Autism Spectrum Disorders: Quality Employment Practices, Institute for Community Inclusion, University of Massachusetts Boston.
https://www.communityinclusion.org/article.php?article_id=266
Florida Consortium for Inclusive Higher Education Inclusive Postsecondary Education Webinar Series
https://fcihe.com/upcoming-events-training/
Temple Collaborative on Community Inclusion’s Practical Guide for People with Disabilities Who Want to Go to College
http://www.tucollaborative.org/sdm_downloads/going-to-college-with-a-disability/
Scholarly Articles
Brown, K. R., & Coomes, M. D, (2015). A Spectrum of Support: Current and Best Practices for Students with Autism Spectrum Disorder (ASD) at Community Colleges. Community College Journal of Research and Practice, 40 (6), 465-479.
https://www.tandfonline.com/doi/full/10.1080/10668926.2015.1067171
Johnson, David R. (2014). A Proposed Model for Engaging and Retaining Student with Intellectual and Developmental Disabilities/Autism in Minnesota’s State Colleges and Universities, Institute on Community Integration, University of Minnesota.
Mykerezi, E., Markelova, H., McCullough, G. (published date unknown). Longer Runway: Economic Analysis of the Post-Secondary Education and Training Options for Youth with Developmental Delays. University of Minnesota.
College Autism Peer Support (CAPS) describes a successful peer mentoring program at Towson College
https://www.towson.edu/iwb/centers/hussman/programs/documents/caps-information.pdf
Scholarly Articles:
Girdler, S., Mazzucchelli, T. G., Rooney, R., & Siew, C. T. (2017). A Specialist Peer Mentoring Program for University Students on the Autism Spectrum: A Pilot Study. PLOS 12 (7).
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0180854
Lindsay, S., Hartman, L. R. & Fellin, M. (2016) A systematic review of mentorship programs to facilitate transition to post-secondary education and employment for youth and young adults with disabilities, Disability and Rehabilitation.
Agency for Persons with Disabilities (APD): Employment Enhancement Project provides resources to assist persons who are on the iBudget waiting list with securing employment.
http://apd.myflorida.com/customers/supported-employment/
Arc of Florida provides resources and supports for individuals with intellectual disabilities
Disability Rights Florida provides advocacy and legal protection services for individuals with disabilities in Florida. See topical papers. http://www.disabilityrightsflorida.org/resources/disability_topics
Employment First Florida supports competitive integrated employment for persons with disabilities.
http://www.employmentfirstfl.org/
Family Café provides an annual conference and resources for families of individuals with disabilities.
Florida Alliance for Assistive Services and Technology (FAAST) provides assistive technology equipment loans, evaluations, and other resources.
Florida Centers for Autism and Related Disabilities (CARD) Seven regional centers provide support and assistance for persons with these disabilities, as well as training and technical assistance to post-secondary education programs and their faculty and staff.
Florida Center for Students with Unique Abilities provides a wide array of resources that support the development of inclusive postsecondary education for students with intellectual disabilities, including a team planning tool and institutes, webinars, institutes, and student and family and transition planning resources.
Florida Consortium for Inclusive Higher Education provides resources on a range of topics, including program development, independent living, career and employment, and more.
Florida Department of Education Division of Career and Adult Education oversees career and technical education and adult education for the state of Florida.
http://fldoe.org/academics/career-adult-edu/
Florida Developmental Disabilities Council, Inc. provides resources on a variety of topics relevant to families and individuals with intellectual and developmental disabilities. Many items are available in English and Spanish.
Vocational Rehabilitation (Florida Department of Education’s Division of Vocational Rehabilitation) provides support to individuals with disabilities whose employment is impacted by their disability.
VR Customer Services provides an overview of VR services.
http://www.rehabworks.org/customers.shtml
Vocational Rehabilitation Transition Program and Services provides services for both high school and post-secondary students, including support with funding education and securing a career.
http://rehabworks.org/docs/flyers/TransitionYouth.pdf
National Resources
Autism Speaks provides resources for individual and family support.
Division on Career Development and Transition (DCDT) A division of the Council for Exceptional Children (CEC). Promotes national/international efforts to improve career/vocational and transition services for individuals with disabilities.
https://community.cec.sped.org/dcdt/home
Family Network on Disabilities provides resources and training programs for persons with disabilities and families.
Organization for Autism Research (OAR) provides resources for people with ASD, their families, and support professionals to promote evidence-based practice.
Think College provides resources and training to support individuals with intellectual disabilities to attend post-secondary education programs, including resources for families. This site can be searched for extensive resources available in the Resource Library.
Florida Post-Secondary Comprehensive Training Program
Florida Atlantic University:
Eagle Connections University:
University of Central Florida:
Indian River State College:
Broward College:
College of the Florida Keys:
South Florida College:
Robert Morgan Educational Center & Technical College:
Florida Gulf Coast University:
St. Petersburg College:
Lively Technical College:
A Parent and Teacher Guide in Section 504: Frequently Asked Questions addresses the differences between section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act.
http://www.fldoe.org/core/fileparse.php/7690/urlt/0070055-504bro.pdf
OAR: Understanding Asperger Syndrome: A Professor’s Guide provides a video detailing how Asperger Syndrome may affect classroom behavior.
The DOIT Center: Autism Spectrum Disorders presents information on ASD and a list of accommodations by class type that may support students.
https://www.washington.edu/doit/autism-spectrum-disorders-asperger-syndrome
Autism Focused Intervention Resources and Modules (AFIRM): online resources and modules for 27 evidence-based practices for children and youth with autism spectrum disorders.
National Clearinghouse on Autism Evidence and Practice (NCAEP): A free online tool for practitioners and families.
https://ncaep.fpg.unc.edu/
Indiana Resource Center for Autism: Academic Supports for College Students with an Autism Spectrum Disorder: An Overview
NCLD: Self-Advocacy Skills and Self-Determination: Keys to Postsecondary Success – Key Considerations for Higher Education Faculty provides faculty with an overview of how to support students with invisible disabilities
George Washington University: HEATH Resource Center at the National Youth Transitions Center for Students with Autism in the College Classroom provides online resources and information for supporting students with ASD.
https://www.heath.gwu.edu/students-autism-college-classroom
Anderson, A. H., Stephenson, J., Carter, M., & Carlon, S. (2018). A Systematic Literature Review of Empirical Research on Postsecondary Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 49(4), 1531–1558.
https://doi.org/10.1007/s10803-018-3840-2
Cox, B. E., Thompson, K., Anderson, A., Mintz, A., Locks, T., Morgan, L., Wolz, A. (2017). College experiences for students with Autism Spectrum Disorder
(ASD): Personal identity, public disclosure, and institutional support. Journal of College Student Development.
http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1460660561
Barnhill, G. P. (2016). Supporting students with Asperger syndrome on college campuses: Current practices. Focus on Autism and Other Developmental Disabilities,31(1), 3–15.
https://doi.org/10.1177/1088357614523121
Brown, K.R. & Coomes, M.D. (2016) A spectrum of support: current and best practices for students with Autism Spectrum Disorder (ASD) at community colleges, Community College Journal of Research and Practice, 40:6, 465-479.
https://doi.org:/10.1080/10668926.2015.1067171
Highlen, D. (2017) Helping Students with Autism Spectrum Disorder at the Community College: What Does the Research Say? What Can You Do?, Community College Journal of Research and Practice, 41:7, 447-454,
Jackson, S. L. J., Hart, L., Brown, J. T., & Volkmar, F. R. (2017). Brief Report: Self-Reported Academic, Social, and Mental Health Experiences of Post-Secondary Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 48(3), 643–650.
https://doi.org/10.1007/s10803-017-3315-x
Bailey, T., Jaggars, S.S., Jenkins, D. (2015). Implementing guided pathways at Miami Dade College: A case study.
https://eric.ed.gov/?id=ED562050
Eilenberg, J. S., Paff, M., Harrison, A. J., & Long, K. A. (2019). Disparities based on race, ethnicity, and socioeconomic status over the transition to adulthood among adolescents and young adults on the autism spectrum: a systematic review. Current Psychiatry Reports, 21(5).
Sáenz, V. B., García-Louis, C., Mercédez, C. D. L., & Rodriguez, S. L. (2018). Mujeres supporting: How female family members influence the educational success of Latino males in postsecondary education. Journal of Hispanic Higher Education, 19(2), 169–194.
FCIHE Webinar: Students with Intellectual Disabilities in a College Course? Sure! But How Do We Do It?
https://fcihe.com/event/fcihe-webinar-students-with-intellectual-disabilities-in-a-college-course-sure-but-how-do-we-do-it/
Florida Consortium for Inclusive Higher Education Advising /Person-Centered Planning Page provides helpful links and resources for professionals working with students with disabilities, including a link to the Students Transitioning to Adult Roles (STAR) Online Module.
https://fcihe.com/resources/programdevelopment/advising-planning/
Florida Center for Students with Unique Abilities
provides a wide array of resources that support the development of inclusive postsecondary education for students with intellectual disabilities, including a team planning tool and institutes, webinars, institutes, and student and family and transition planning resources.
http://www.fcsua.org
Temple Collaborative on Community Inclusion’s Practical Guide for People with Disabilities Who Want to Go to College
http://www.tucollaborative.org/sdm_downloads/going-to-college-with-a-disability/
California State University Accessible Technology Initiative (ATI) “From Where I Sit” Video Series provides insight for faculty and disability support staff into the lives experienced by a variety of students with disabilities.
http://teachingcommons.cdl.edu/access/resources/GloriaA_Story.shtml
HEAD: White Paper on Students with Intellectual Disabilities and Campus Disability Services presents practice recommendations for accommodating students with intellectual disabilities.
https://www.ahead.org/professional-resources/white-papers-guiding-documents
Florida Consortium for Inclusive Higher Education Inclusive Postsecondary Education Webinar Series
https://fcihe.com/upcoming-events-training/
Johnson, David R. (2014). A Proposed Model for Engaging and Retaining Student with Intellectual and Developmental Disabilities/Autism in Minnesota’s State Colleges and Universities, Institute on Community Integration, University of Minnesota.
https://thinkcollege.net/resource/advocacy-outreach/a-proposed-model-for-engaging-and-retaining-student-with-intellectual-and
Mykerezi, E., Markelova, H., McCullough, G. (published date unknown). Longer Runway: Economic Analysis of the Post-Secondary Education and Training Options for Youth with Developmental Delays. University of Minnesota.
https://thinkcollege.net/resource/advocacy-outreach/longer-runway-economic-analysis-of-the-postsecondary-education-and
Institute of Education and Sciences (What Works Clearinghouse): Strategies for Postsecondary Students in Developmental Education–A Practice Guide for College and University Administrators, Advisors, and Faculty website and downloadable resources provide guidance on making postsecondary education accessible to individuals with intellectual and developmental disabilities.
https://ies.ed.gov/ncee/wwc/PracticeGuide/23#
University of North Florida Disability Resource Center: Faculty and Staff Learning Modules page presents information on students needing disability accommodations and supportive strategies by disability.
https://www.unf.edu/sas/Faculty_and_Staff_Learning_Modules.aspx
The DOIT Center: Equal Access: Student Services video presents information on how to apply universal design principles to make postsecondary student services accessible to all students.
National Center on Universal Design for Learning. Presents a repository of information on strategies to make college coursework accessible to all. Portal to the DOIT Center
Processes and Principles for Universal Design:
https://www.washington.edu/doit/universal-design-postsecondary-education-process-principles-and-applications
Applications of Universal Design
https://www.washington.edu/doit/resources/popular-resource-collections/applications-universal-design
Florida Consortium on Inclusive Higher (FCIHE) UDL Online Module presents information on strategies to make college coursework accessible.
https://fcihe.com/resources/fcihe-online-learning-modules/universal-design-learning
The DO IT Center: Distance Learning Course: Academic Accommodations for Students with Disabilities presents online modules for faculty members, teaching assistants and/or administrators on how to employ universal design and accommodation strategies.
Center for Applied Special Technology (CAST) is a nonprofit education research and development organization that works to expand learning opportunities for all individuals through Universal Design for Learning.
AHEAD: White Paper on Supporting Accommodation Requests: Guidance on Documentation Practices
https://www.ahead.org/professional-resources/white-papers-guiding-documents
Burgstahler, S., & Russo-Gleicher, R.J. (2015). Applying Universal Design to Address the Needs of Postsecondary Students on the Autism Spectrum. Journal of Postsecondary Education & Disability, 28(2), 199.
https://eric.ed.gov/?id=EJ1074670
Sarrett, J. C. (2017). Autism and Accommodations in Higher Education: Insights from the Autism Community. Journal of Autism and Developmental Disorders, 48(3), 679–693.
https://doi.org/10.1007/s10803-017-3353-4
College Autism Peer Support (CAPS) describes a successful peer mentoring program at Towson College
https://www.towson.edu/iwb/centers/hussman/programs/documents/caps-information.pdf
Lindsay, S., Hartman, L. R. & Fellin, M. (2016) A systematic review of mentorship programs to facilitate transition to post-secondary education and employment for youth and young adults with disabilities, Disability and Rehabilitation.
*DNE: https://www-tandfonline-com.ezproxy.net.ucf.edu/doi/full/10.3109/09638288.2015.1092174
University of Massachusetts Medical School: Transitions ACR: Tools for School: Accommodations for College Students with Mental Health Challenges provides information and guidance for students with mental health challenges.
https://www.umassmed.edu/TransitionsACR/publication/tip-sheets–issue-briefs/education/
Section 504 of the Americans with Disabilities Act, Subpart E – Postsecondary Education provides the full text of ADA components of section 504 related to post-secondary education.
https://www2.ed.gov/policy/rights/reg/ocr/edlite-34cfr104.html#E
Alverson, C. Y., Lindstrom,, L. E., & Hirano, K. A. (2019). High school to college: Transition experiences of young adults with autism. Focus on Autism and Other Developmental Disabilities, 34(1), 52-64. https://doi.org/10.1177/1088357615611880
Bell, S., Devecchi, C., Mc Guckin, C., & Shevlin, M. (2017). Making the transition to post-secondary education: opportunities and challenges experienced by students with ASD in the Republic of Ireland. European Journal of Special Needs Education, 32(1), 54-70. https://doi.org/10.1080/08856257.2016.1254972
Hotez, E., Shane-Simpson, C., Obeid, R., DeNigris, D., Siller, M., Costikas, C., … Gillespie-Lynch, K. (2018). Designing a summer transition program for incoming and current college students on the Autism Spectrum: A participatory approach. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00046
Lambe, S., Russell, A., Butler, C., Fletcher, S., Ashwin, C., Brosnan, M. (2018). Autism and the transition to university from a student perspective. Autism. https://doi.org/10.1177/1362361318803935
Lei, J., Ashwin, C., Brosnan, M., & Russell, A. (2019a). Developing an Online Tool to Measure Social Network Structure and Perceived Social Support Amongst Autistic Students in Higher Education: A Feasibility Study. Journal of Autism and Deveopmental Disorders. https://doi.org/10.1007/s10803-019-04070-5
Lei, J., Brosnan, M., Ashwin, C., & Russell, A. (2020). Evaluating the role of autistic traits, social anxiety, and social network changes during transition to first year of university in typically developing students and students on the Autism Spectrum. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-020-04391-w
Lei, J., Ashwin, C., Brosnan, M., & Russell, A. (2019b). Differences in anxieties and social networks in a group-matched sample of autistic and typically developing students transitioning to university. Autism, 1362361319894830. https://doi.org/10.1177/1362361319894830
Lei, J., Brosnan, M., Ashwin, C., & Russell, A. (2019). Evaluation of a Transition to University Program for Students with Autism Spectrum Disorder. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 1–8), Springer New York https://doi.org/10.1007/978-1-4614-6435-8_102485-1
Lei, J., Calley, S., Brosnan, M., Ashwin, C., & Russell, A. (2018). Evaluation o fa transition to university programme for students with Autism Spectrum Disorder. Journal of Autism ad Developmental Disorders, 1-15.
Mitchell, W., & Beresford, B. (2014). Young people with high-functioning autism and Asperger’s Syndrome planning for and anticipating the move to college: What supports a positive transition? British Journal of Special Education, 41(2), 151–171. https://doi.org/10.1111/1467-8578.12064
Nachman, B. R. (2020). Enhancing transition programming for college students with autism: A systematic literature review. Journal of Postsecondary Education and Disability, 33(1), 81-95.
Nuske, A., Rillotta, F., Bellon, M., & Richdale, A (2019). Transition to higher education for students with autism: A systemic literature review. Journal of Diversity in Higher Education, No. https://doi.org/10.1037/dhe0000108
Peña, E. V., & Kocur, J. (2013). Parents’ experiences in the transition of students with autism spectrum disorders to community college. Journal of Applied Research in the Community College, 20(2). 25-32
Sturm, A., & Kasari, C. (2019). Academic and psychosocial characteristics of incoming college freshmen with autism spectrum disorder: The role of comorbidity and gender. Autism Research, 12(6), 931-940. https://doi.org/10.1002/aur.2099
Wei, X., Wagner, M., Hudson, L., Yu, J. W., & Javitz, H. (2016). The effect of transition planning participation and goal-setting on college enrollment among youth with Autism Spectrum Disorders. Remedial and Special Education, 37(1), 3-14. https://doi.org/10.1177/0741932515581495
Accardo, A. L., Bean, K., Cook, B., Gillies, A., Edgington, R., Kuder, S. J., & Bomgardner, E. M. (2019). College Acccess, Success and Equity for Students on the Autism Spectrum. Journal of Autism and Developmental Disorders, 49(12), 4877-4890. https://doi.org/10.1007/s10803-019-04205-8
Ames, M. E., McMorris, C. A., Alli, L. N., & Bebko, J. M. (2016). Overview and evaluation of a mentorship program for university students with ASD. Focus on Autism and other Developmental Disabilities, 31(1), 27-36.
Anderson, A. H., Stephenson, J., Carter, M., & Carlon, S. (2019). A Systematic Literature Review of Empirical Research on Postsecondary Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 49(4), 1531-1558. https://doi.org/10.1007/s10803-018-3840-2
Anderson A.H., Carter, M., Stephenson, J. (2018). Perspectives of university students with Autism Spectrum Disorder. Journal of Autism and Developental Disorders, 48(3), 651-665. https://doi.org/10/1007/s10803-017-3257-3
American Council on Education: College on the Autism Spectrum features an article from Higher Education Today focused on preparing students for post-secondary education and supporting those already enrolled.
https://www.higheredtoday.org/2018/05/09/college-autism-spectrum/
Autism Focused Intervention Resources and Modules (AFIRM): online resources and modules for 27 evidence-based practices for children and youth with autism spectrum disorders.
Autism Speaks Postsecondary Educational Opportunities Guide provides insights into steps to pursue post-secondary education and how to choose programs that support students with ASD.
https://www.autismspeaks.org/tool-kit/postsecondary-educational-opportunities-guide
College Autism Network provides resources and research summaries on post-secondary programing for students with ASD.
https://collegeautismnetwork.org/
Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA) provides information and resources to the community, individuals with autism and their families in the area of adolescence, autism, and high school.
Division on Career Development and Transition (DCDT) A division of the Council for Exceptional Children (CEC). Promotes national/international efforts to improve career/vocational and transition services for individuals with disabilities.
https://ccrs.osepideasthatwork.org/resources/cec-division-career-development-and-transition-dcdt
The DOIT Center: Autism Spectrum Disorders presents information on ASD and a list of accommodations by class type that may support students.
https://www.washington.edu/doit/programs/center-universal-design-education/overview
The DOIT Center: Invisible Disabilities and Postsecondary Education webinar presents how student self-determination impacts effective accommodations for students who are ASD or have other invisible disabilities can result in successful outcomes.
Expanding the Dialogue on Autism: Education provides a discussion individualization and systems change to fully support individuals with ASD in post-secondary education.
https://thinkcollege.net/resource/inclusive-academics/expanding-the-dialogue-on-autism-education
George Washington University: HEATH Resource Center at the National Youth Transitions Center for Students with Autism in the College Classroom provides online resources and information for supporting students with ASD.
https://www.heath.gwu.edu/wtcs-autism-spectrum-disorders-asd-guide
Indiana Resource Center for Autism: Academic Supports for College Students with an Autism Spectrum Disorder: An Overview of ASD and recommendations for support.
Informing and Equipping Parents of People with Intellectual and Developmental Disabilities. Offers recommendations for parents and other stakeholders to help assist their child.
IRIS Center is a national center dedicated to improving education outcomes for all children, especially those with disabilities (birth through age twenty-one) through the use of effective evidence-based practices and interventions. There are excellent professional development modules featured, including one on best-practice transition IEP development.
https://iris.peabody.vanderbilt.edu/
National Clearinghouse on Autism Evidence and Practice (NCAEP): A free online tool for practitioners and families.
NCLD: Self-Advocacy Skills and Self-Determination: Keys to Postsecondary Success – Key Considerations for Higher Education Faculty provides faculty with an overview of how to support students with invisible disabilities
OAR: Understanding Asperger Syndrome: A Professor’s Guide provides a video detailing how Asperger Syndrome may affect classroom behavior.
Scholarly Articles:
Anderson, A. H., Stephenson, J., Carter, M., & Carlon, S. (2018). A Systematic Literature Review of Empirical Research on Postsecondary Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 49(4), 1531–1558.
https://doi.org/10.1007/s10803-018-3840-2
Cox, B. E., Thompson, K., Anderson, A., Mintz, A., Locks, T., Morgan, L., Wolz, A. (2017). College experiences for students with Autism Spectrum Disorder (ASD): Personal identity, public disclosure, and institutional support. Journal of College Student Development.
https://diginole.lib.fsu.edu/islandora/object/fsu%3A291205
Barnhill, G. P. (2016). Supporting students with Asperger syndrome on college campuses: Current practices. Focus on Autism and Other Developmental Disabilities,31(1), 3–15.
https://doi.org/10.1177/1088357614523121
Brown, K.R. & Coomes, M.D. (2016) A spectrum of support: current and best practices for students with Autism Spectrum Disorder (ASD) at community colleges, Community College Journal of Research and Practice, 40:6, 465-479.
https://doi.org:/10.1080/10668926.2015.1067171
Dallas, B. K., Ramisch, J. L., & McGowan, B. (2015). Students with Autism Spectrum Disorder and the Role of Family in Postsecondary Settings: A Systematic Review of the Literature. Journal of Postsecondary Education & Disability, 28(2), 135.
https://eric.ed.gov/?q=Dallas%2c+B.+K.%2c+Ramisch%2c+J.+L.%2c+%26+McGowan%2c+B.+&id=EJ1074657
Dijkhuis, R., de Sonneville, L., Ziermans, T., Staal, W., & Swaab, H. (2020). Autism symptoms, executive functioning and academic progress in higher education students. Journal of Autism & Developmental Disorders, 50(4), 1353–1363.
https://doi.org/10.1007/s10803-019-04267-8
Highlen, D. (2017) Helping Students with Autism Spectrum Disorder at the Community College: What Does the Research Say? What Can You Do?, Community College Journal of Research and Practice, 41:7, 447-454
https://doi.org/10.1080/10668926.2016.1199334
Jackson, S. L. J., Hart, L., Brown, J. T., & Volkmar, F. R. (2017). Brief Report: Self-Reported Academic, Social, and Mental Health Experiences of Post-Secondary Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 48(3), 643–650.
https://doi.org/10.1007/s10803-017-3315-x
Kirby, A. V. (2016). Parent Expectations Mediate Outcomes for Young Adults with Autism Spectrum Disorder. Journal of Autism Developmental Disorders, 46. 1643-1655.
https://doi.org/10.1007/s10803-015-2691-3
Lizotte, M. (2018). I am a College Graduate: Postsecondary Experiences as Described by Adults with Autism Spectrum Disorders. International Journal of Education and Practice, 6(4), 179–191.
https://doi.org/10.18488/journal.61.2018.64.179.191
White, S. W., Elias, R., Capriola-Hall, N. N., Smith, I. C., Conner, C. M., Asselin, S. B., Mazefsky, C. A. (2017). Development of a College Transition and Support Program for Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 47(10), 3072–3078.
https://doi.org/10.1007/s10803-017-3236-8
Widman, C.J., Lopez-Reyna, N. Supports for Postsecondary Students with Autism Spectrum Disorder: A Systematic Review. (2020) Journal of Autism and Developmental Disorders.
IM Diversity: Dialog on Career Counseling and Latino/a Student Needs presents information about how to engage Latino students in post-secondary education settings. https://imdiversity.com/channels/entry-level-jobs/dialog-on-career-counseling-and-latinoa-student-needs/
NTACT Cultural Diversity and Secondary Transition Annotated Bibliography provides summaries of a series of studies on culturally sensitive transition processes. https://transitionta.org/system/files/bibliographies/AB_CLDYouth_6_2017.pdf
Scholarly Articles:
Bailey, T., Jaggars, S.S., Jenkins, D. (2015). Implementing guided pathways at Miami Dade College: A case study.
https://eric.ed.gov/?id=ED562050
Crisp, G & Nori, A. (2010) Hispanic student success: Factors influencing the persistence and transfer decisions of Latino community college students enrolled in developmental education. Research in Higher Education
https://www.middlesex.mass.edu/RLOs/754/HispanicStudentSuccess.pdf
Eilenberg, J. S., Paff, M., Harrison, A. J., & Long, K. A. (2019). Disparities based on race, ethnicity, and socioeconomic status over the transition to adulthood among adolescents and young adults on the autism spectrum: a systematic review. Current Psychiatry Reports, 21(5). https://doi.org/10.1007/s11920-019-1016-1
Sáenz, V. B., García-Louis, C., Mercédez, C. D. L., & Rodriguez, S. L. (2018). Mujeres supporting: How female family members influence the educational success of Latino males in postsecondary education. Journal of Hispanic Higher Education, 19(2), 169–194.
Find Something New provides additional tools and resources to support individuals as they progress through college and into the workforce. This site can be used to find your career path or to better plan for college and financial aid.
https://findsomethingnew.org/resources/
Florida Department of Education’s Approved Middle School Courses for Career and Education Planning provides a listing of courses that fulfill the requirements for a career planning course before ninth grade.
http://www.fldoe.org/core/fileparse.php/7531/urlt/approved-courses.pdf
Florida Department of Education’s Career Cluster Infographic Fact Sheets are designed to give students information on career paths, education needed and CTE courses to explore a variety of high-demand fields.
http://www.fldoe.org/core/fileparse.php/5652/urlt/CareerClusterInfographics.pdf
Florida Department of Education’s College and Career Planning Educator’s Toolkit provides an overview of the middle grades career planning course requirements and planning tools for secondary education.
http://www.fldoe.org/academics/college-career-planning/educators-toolkit
Florida Department of Education High School Course Planning Sheet is a chart that can be used as a visual support for planning high school coursework.
http://www.fldoe.org/core/fileparse.php/7531/urlt/HighSchoolCoursePlan.pdf
Florida Ready to Work provides training and free courses to help individuals become more employable. This coursework can provide the skills needed to enhance communication, reasoning, and problem-solving.
https://www.floridareadytowork.com/jobseekers
FutureQuest Island is an interactive program to explore career options.
https://www.futurequestisland.org/#screen-login
Mi Proximo Paso/My Next Move provides online opportunities for career and post-secondary education exploration and planning.
https://www.mynextmove.org/ or https://www.miproximopaso.org/
O*net Online provides comprehensive occupational descriptions and data and a compendium of employment and career exploration linked to the national employment index.
Project 10 Transition Education Network’s Middle School Transition Trail Map provides a step by step plan for planning for secondary postsecondary, and career outcomes.
http://project10.info/Documents/Middle_School_Transition_Trail_Map_-_Final_7.28.2020.pdf
Project 10 Transition Education Network’s Benchmarks for Middle School Transition Planning highlights the evidence-based indicators of postsecondary success
http://project10.info/Documents/Benchmarks_for_MS_Transition_Planning_Final_7.27.20_docx_1_1.pdf
Project 10 Transition Education Network’s Career and Technical Education: Enhancing Educational Experiences in Middle School, High School and Postsecondary Education Provides guidance on steps to pursue CTE options as early as middle school. http://project10.info/Documents/CTE_SSTIC_Product_with_CTE_Option_4.17.2020.pdf
Topical Brief: http://project10.info/Documents/January_2019_Topical_Brief_Career_and_Techni.pdf
Project 10 Transition Education Network’s Collaboration for a Smooth Secondary Transition Topical brief provides guidance on appropriate transition supports. http://project10.info/Documents/July_2019_Topical_Brief_Collaboration_for_a_Smooth_Secondary_Transition.pdf
Think College’s Web-Based/Transition Assessments lists resources for assessing interests, abilities and work values for individuals with intellectual disabilities.
FCIHE Webinar: Independent Living & College Success. This webinar covers topics related to living on your own as a college student.
https://fcihe.com/event/fcihe-independent-living-college-success/
FCIHE: Webinar: What’s the difference between high school and college? This webinar explains differences between high school and post-secondary programs.
https://fcihe.com/event/whats-the-difference-between-high-school-college-webinar/
Find Something New provides additional tools and resources to support individuals as they progress through college and into the workforce. This site can be used to find your career path or to better plan for college and financial aid.
https://findsomethingnew.org/resources/
Finding your Way: A College Guide for Students on the Spectrum provides guidance for students preparing for transition to post-secondary education programs.
https://researchautism.org/findingyourway/
Florida Center for Students with Unique Abilities Planning for College Page provides resources and financial aid information on Florida’s postsecondary programs for students with intellectual disabilities.
https://fcsua.org/E_resources.php
National Collaborative on Workforce and Disability provides a workbook for youth to consider the benefits of disclosing and practice in how to do so effectively.
http://www.ncwd-youth.info/wp-content/uploads/2016/10/411_Disability_Disclosure_complete.pdf
NTACT: Resources for encouraging student participation in transition IEP meetings provides numerous resources for educators to encourage self-advocacy during IEP meetings. https://transitionta.org/system/files/resourcetrees/Resources%20for%20Involving%20Students%20in%20their%20IEP%20Process_2019.pdf?file=1&type=node&id=1908&force=
OAR: A Guide for Transition to Adulthood provides a comprehensive guide for parents and students as they consider secondary to post-secondary options.
https://researchautism.org/resources/a-guide-for-transition-to-adulthood/
Project 10 Standing Up for Me provides a self-determination and self-advocacy curriculum.
http://project10.info/files/SUFM_Participant_Materials_final.pdf
Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities provides a student guide to rights and responsibilities at the post-secondary level.
https://www2.ed.gov/about/offices/list/ocr/transition.html
Think College Family Resources Page
Transition Coalition provides a series of training modules on transition support, including a module on cultural diversity.
https://transitioncoalition.org
Transition from School to Adulthood for Youth with Autism Spectrum Disorder: What We Know and What We Need to Know provides information regarding transition from high school to college and employment.
https://doi.org/10.1177/1044207313518071
Scholarly Articles
Beresford, B., & Mitchell, W. (2014). Young people with high-functioning autism and Asperger’s syndrome planning for and anticipating the move to college: What supports a positive transition? British Journal of Special Education, 41(2), 151-171. doi:10.1111/1467-8578.12064
https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1467-8578.12064
Brogdon, B., Cox, B. E., Edelstein, J., Roy, A., (2016). A Spectrum of Student Success: Identifying Factors Affecting Access, Experiences, and Outcomes for Students on the Autism Spectrum. College Autism Network, 1-35.
Chiang, Hsu-Min, Cheung, Y. K., Hickson, L., Tsai, L. Y., & Xiang, R. (2012). Predictive Factors of Participation in Postsecondary Education for High School Leavers with Autism. J Autism Dev Disord, 42, 685-696. doi: 10.1007/s10803-011-1297-7
https://pubmed.ncbi.nlm.nih.gov/21618065/
Dallas, B. K., Ramisch, J. L., & McGowan, B. (2015). Students with Autism Spectrum Disorder and the Role of Family in Postsecondary Settings: A Systematic Review of the Literature. Journal of Postsecondary Education and Disability, 28(2), 135-147.
https://eric.ed.gov/?q=Dallas%2c+B.+K.%2c+Ramisch%2c+J.+L.%2c+%26+McGowan%2c+B.+&id=EJ1074657
Los, J. E., Nasamran, A., & Witmer, S. E. (2017). Exploring Predictors of Postsecondary Outcomes for Students With Autism Spectrum Disorder. Education and Training in Autism and Developmental Disabilities, 52(4), 343-356. doi:10.1037/e603852013-001
https://eric.ed.gov/?id=EJ1160232
Manju, B., Donahue, A.T., Gobbo, K., & Shnulsky, S. (2017) College Students Who Have ASD: Factors Related to First Year Performance. Journal of Postsecondary Education and Disability, 30 (4). 373-382.
https://eric.ed.gov/?id=EJ1172785
McDaniel, S. & Hall, L. J. (February, 2018). The promise of extra-curricular club participation for high school students with autism spectrum disorder. Oral presentation at Council for Exceptional Children (CEC) conference, Tampa, FL.
Richardson, J. T. (2016). Academic attainment in students with autism spectrum disorders in distance education. Open Learning: The Journal of Open, Distance and E-Learning, 32(1), 81-91. doi:10.1080/02680513.2016.1272446
https://www.tandfonline.com/doi/abs/10.1080/02680513.2016.1272446?journalCode=copl20
Shattuck, P., Silverman, C., & Sosnowy, C. (2018). Parents’ and Young Adults’ Perspectives on Transition Outcomes for Young Adults with Autism. Autism, 22 (1), 29-39. Doi: 10.1177/1362361317699585
Affordability in the Florida College System presents an analysis of the challenges and approaches to making post-secondary education affordable. http://www.fldoe.org/core/fileparse.php/7724/urlt/FCS18-Affordability.pdf
FCIHE Webinar: Financial Aid for College
https://fcihe.com/event/how-to-pay-for-college-scholarships-financial-aid-more-webinar/
Find Something New provides additional tools and resources to support individuals as they progress through college and into the workforce. This site can be used to find your career path or to better plan for college and financial aid.
https://findsomethingnew.org/resources/
Florida Bright Futures Handbook lists Bright Futures scholarships, including
Florida Gold Seal CAPE Scholarships for students enrolled in certain career and technical education programs.
https://www.floridastudentfinancialaidsg.org/SAPBFMAIN/SAPBFMAIN
Florida Center for Inclusive Higher Education webinar focused on accessing scholarships
https://fcihe.com/event/how-to-pay-for-college-scholarships-financial-aid-more-webinar/
Project 10 Financial Planning for Postsecondary Education page:
http://project10.info/DPage.php?ID=198
VR Transition Program and Services provides services for both high school and post-secondary students, including support with funding education and securing a career.
Accommodations and Support Services for Students with Autism Spectrum Disorder (ASD): A National Survey of Disability Resource Providers https://eric.ed.gov/?id=EJ1153551
Nova Southeastern University: Access Plus is a comprehensive program for services, academic, residential and vocational support for NSU students with ASD.
http://www.nova.edu/humandevelopment/autism/access-plus/support-programs.html
Santa Fe College: Spectrum of Success helps to integrate students with ASD into the Santa Fe College community.
https://www.sfcollege.edu/drc/sos/index
Seminole State College: Full Spectrum Support facilitates successful adjustment and progression of Seminole State students with ASD in all domains of college life.
https://www.seminolestate.edu/dss/autism-spectrum-disorders
University of Florida: SOCIAL GATORS is a program for UF students who identify as students with ASD. The program focuses on assisting students with developing skills for social interactions, independent living, career seeking, and academics.
https://disability.ufl.edu/students/social-gators/
University of North Florida: THRIVE is an ASD support program that focuses on social skills, independent living skills, and career development skills.
https://www.unf.edu/drc/THRIVE_Program.aspx
University of West Florida: ARGOS for Autism provides academic, social, life skills, and career planning support to students with autism.
Disability Support Services provides information about navigating state colleges for students with disabilities.
FLDOE Technical Assistance Paper: Career and Technical Education Basic Skills Assessment Requirements addresses the basic skills requirements for completion of career and technical education career certification programs of 450 hours or longer.
http://www.fldoe.org/core/fileparse.php/5444/urlt/basic-skill-tap-att1.pdf
Florida Counseling for Future Education Handbook provides a listing of Florida State College credentials. https://dlss.flvc.org/documents/210036/217302/Florida+Counseling+for+Future+Education+Handbook.pdf/8e147e5f-857c-490e-be68-f145b084fc12
Florida Postsecondary Education Guide provides information on Universities, State Colleges, Career Centers, and Private Programs.
https://www.fddc.org/sites/default/files/DDCouncil_EducationGuide.pdf
Florida State Colleges, Florida DOE Division of State Colleges provides information on Florida state colleges.
A Parent and Teacher Guide in Section 504: Frequently Asked Questions addresses the differences between section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act.
http://www.fldoe.org/core/fileparse.php/7690/urlt/0070055-504bro.pdf
College and Career Readiness and Success Center: How ESSA and IDEA Can Support College and Career Readiness for Students with Disabilities provides guidance on how these federal laws support the successful transition to post-secondary education and career development.
PACER: The ADA, Section 504 & Postsecondary Education explains the difference between the ADA and Section 504 and how they affect postsecondary education.
https://www.pacer.org/transition/resource-library/publications/NPC-42.pdf
Section 504 of the Americans with Disabilities Act, Subpart E – Postsecondary Education provides the full text of ADA components of section 504 related to post-secondary education.
https://www2.ed.gov/policy/rights/reg/ocr/edlite-34cfr104.html#E
Find Something New provides additional tools and resources to support individuals as they progress through college and into the workforce. This site can be used to find your career path or to better plan for college and financial aid.
https://findsomethingnew.org/resources/
Florida Abilities Work includes resources for job-seekers with disabilities and employers, and lists agencies that support employment, including CareerSource Florida and Career Source Centers.
www.abilitieswork.employflorida.com
Florida Department of Education’s Career Cluster Infographic Fact Sheets are designed to give students information on career paths, education needed and CTE courses to explore a variety of high-demand fields.
http://www.fldoe.org/core/fileparse.php/5652/urlt/CareerClusterInfographics.pdf
Florida Ready to Work provides training and free courses to help individuals become more employable. This coursework can provide the skills needed to enhance communication, reasoning, and problem-solving.
https://www.floridareadytowork.com/jobseekers
Mi Proximo Paso/My Next Move provides online opportunities for career and post-secondary education exploration and planning.
https://www.mynextmove.org/ or https://www.miproximopaso.org/
O*net Online provides comprehensive occupational descriptions and data and a compendium of employment and career exploration linked to the national employment index.
Project 10 Transition Education Network’s Career and Technical Education: Enhancing Educational Experiences in Middle School, High School and Postsecondary Education Provides guidance on steps to pursue CTE options as early as middle school.
http://project10.info/Documents/CTE_SSTIC_Product_with_CTE_Option_4.17.2020.pdf
Topical Brief: http://project10.info/Documents/January_2019_Topical_Brief_Career_and_Techni.pdf
Vocational Rehabilitation (Florida Department of Education’s Division of Vocational Rehabilitation) provides support to individuals with disabilities whose employment is impacted by their disability.
VR Customer Services provides an overview of VR services.
http://www.rehabworks.org/customers.shtml
Scholarly Articles
Briel, L. W., & Evans Getzel, E. (2014). In their own words: The career planning experiences of college students with ASD. Journal of Vocational Rehabilitation, 40, 195-202. doi:10.3233/JVR-140684
http://centerontransition.org/documents/publications/career_planning.pdf
Domin, D., & Sulewski, J. (2019). VR’s Role in the Seamless Transition from Higher Education to Employment. VR and Youth Rehabilitation Research and Training Center Practice Brief.
Kurtz, A and Jordan, M. (2008) Supporting Individuals with Autism Spectrum Disorders: Quality Employment Practices, Institute for Community Inclusion, University of Massachusetts Boston.
https://www.communityinclusion.org/article.php?article_id=266
AHEAD: White Paper on Students with Intellectual Disabilities and Campus Disability Services presents practice recommendations for accommodating students with intellectual disabilities.
https://www.ahead.org/professional-resources/white-papers-guiding-documents
California State University Accessible Technology Initiative (ATI) “From Where I Sit” Video Series provides insight for faculty and disability support staff into the lives experienced by a variety of students with disabilities.
https://teachingcommons.cdl.edu/access/sequestered_files/materials/fwis.shtml
Florida Center for Students with Unique Abilities
provides a wide array of resources that support the development of inclusive postsecondary education for students with intellectual disabilities, including a team planning tool and institutes, webinars, institutes, and student and family and transition planning resources.
Florida Consortium for Inclusive Higher Education Advising /Person-Centered Planning Page provides helpful links and resources for professionals working with students with disabilities, including a link to the Students Transitioning to Adult Roles (STAR) Online Module. https://fcihe.com/resources/programdevelopment/advising-planning/
Florida Consortium for Inclusive Higher Education Inclusive Postsecondary Education Webinar Series
https://fcihe.com/upcoming-events-training/
FCIHE Webinar: Students with Intellectual Disabilities in a College Course? Sure! But How Do We Do It?
Temple Collaborative on Community Inclusion’s Practical Guide for People with Disabilities Who Want to Go to College
http://www.tucollaborative.org/sdm_downloads/going-to-college-with-a-disability/
Scholarly Articles
Brown, K. R., & Coomes, M. D, (2015). A Spectrum of Support: Current and Best Practices for Students with Autism Spectrum Disorder (ASD) at Community Colleges. Community College Journal of Research and Practice, 40 (6), 465-479.
https://www.tandfonline.com/doi/full/10.1080/10668926.2015.1067171
Johnson, David R. (2014). A Proposed Model for Engaging and Retaining Student with Intellectual and Developmental Disabilities/Autism in Minnesota’s State Colleges and Universities, Institute on Community Integration, University of Minnesota.
Mykerezi, E., Markelova, H., McCullough, G. (published date unknown). Longer Runway: Economic Analysis of the Post-Secondary Education and Training Options for Youth with Developmental Delays. University of Minnesota.
College Autism Peer Support (CAPS) describes a successful peer mentoring program at Towson College
https://www.towson.edu/iwb/centers/hussman/programs/documents/caps-information.pdf
Scholarly Articles:
Girdler, S., Mazzucchelli, T. G., Rooney, R., & Siew, C. T. (2017). A Specialist Peer Mentoring Program for University Students on the Autism Spectrum: A Pilot Study. PLOS 12 (7).
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0180854
Lindsay, S., Hartman, L. R. & Fellin, M. (2016) A systematic review of mentorship programs to facilitate transition to post-secondary education and employment for youth and young adults with disabilities, Disability and Rehabilitation.
CBTV: Outside the Box Accommodations in College part 1
https://www.youtube.com/watch?v=0VivSnSNXXE
NAMI College Guide discusses mental health challenges for post-secondary education students and support and strategies in response.
https://www.nami.org/collegeguide
NCWD/Youth: Helping Youth with Mental Health Needs Avoid Transition Cliffs discusses challenges faced by young adults with mental health needs and describes strategies used by professionals to avoid age-related transition cliffs and prevent service interruptions.
http://www.ncwd-youth.info/wp-content/uploads/2016/11/infobrief_issue24.pdf
University of Massachusetts Medical School: Transitions ACR – Executive Functioning Skills: The Real Reasons Why Students with Mental Health Conditions May Struggle Academically links to other resources that address mental health in postsecondary education.
https://www.umassmed.edu/TransitionsACR/publication/presentations/education/
University of Massachusetts Medical School: Transitions ACR – Outside the Box Accommodations provides information on accommodations to address the social/emotional needs of students dealing with mental health challenges (in English and Spanish).
https://escholarship.umassmed.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1110&context=pib
University of Massachusetts Medical School: Transitions ACR: Tools for School: Accommodations for College Students with Mental Health Challenges provides information and guidance for students with mental health challenges.
https://www.umassmed.edu/TransitionsACR/publication/tip-sheets–issue-briefs/education/
Scholarly Articles:
Anderson, A., Cox, B. E., Edelstein, J., & Wolz A. (2019) Identifying and Addressing the Concerns of College Students with Autism. College Students with Autism. College Student Affairs Journal, 37, 14-27.
https://muse.jhu.edu/article/722356
Hu, Q., & Chandrasekhar, T. (2020). Meeting the mental health needs of college students with ASD: A survey of university and college counseling center directors. Journal of Autism and Developmental Disorders.
Agency for Persons with Disabilities (APD): Employment Enhancement Project provides resources to assist persons who are on the iBudget waiting list with securing employment.
http://apd.myflorida.com/customers/supported-employment/
Arc of Florida provides resources and supports for individuals with intellectual disabilities
Disability Rights Florida provides advocacy and legal protection services for individuals with disabilities in Florida. See topical papers. http://www.disabilityrightsflorida.org/resources/disability_topics
Employment First Florida supports competitive integrated employment for persons with disabilities.
http://www.employmentfirstfl.org/
Family Café provides an annual conference and resources for families of individuals with disabilities.
Florida Alliance for Assistive Services and Technology (FAAST) provides assistive technology equipment loans, evaluations, and other resources.
Florida Centers for Autism and Related Disabilities (CARD) Seven regional centers provide support and assistance for persons with these disabilities, as well as training and technical assistance to post-secondary education programs and their faculty and staff.
Florida Center for Students with Unique Abilities provides a wide array of resources that support the development of inclusive postsecondary education for students with intellectual disabilities, including a team planning tool and institutes, webinars, institutes, and student and family and transition planning resources.
Florida Consortium for Inclusive Higher Education provides resources on a range of topics, including program development, independent living, career and employment, and more.
Florida Department of Education Bureau of Exceptional Education and Student Services (BEESS) oversees exceptional student education for students with disabilities, including autism, in Florida.
http://fldoe.org/academics/exceptional-student-edu
Florida Department of Education Division of Career and Adult Education oversees career and technical education and adult education for the state of Florida.
http://fldoe.org/academics/career-adult-edu/
Florida Developmental Disabilities Council, Inc. provides resources on a variety of topics relevant to families and individuals with intellectual and developmental disabilities. Many items are available in English and Spanish.
Florida Diagnostic and Learning Resources System (FDLRS) provides instructional support for technology, professional development training, and other resources to support district exceptional education programs and families of students with disabilities.
Project 10 Transition Education Network provides a wealth of information for Florida professionals, students with disabilities, and their families on planning for transition to adulthood.
Vocational Rehabilitation (Florida Department of Education’s Division of Vocational Rehabilitation) provides support to individuals with disabilities whose employment is impacted by their disability.
VR Customer Services provides an overview of VR services.
http://www.rehabworks.org/customers.shtml
Vocational Rehabilitation: Ticket to Work Program describes a work incentive program for persons who are receiving Social Security benefits based on their disability.
www.rehabworks.org/ticket.shtml
Vocational Rehabilitation Transition Program and Services provides services for both high school and post-secondary students, including support with funding education and securing a career.
http://rehabworks.org/docs/flyers/TransitionYouth.pdf
National Resources
Autism Speaks provides resources for individual and family support.
Division on Career Development and Transition (DCDT) A division of the Council for Exceptional Children (CEC). Promotes national/international efforts to improve career/vocational and transition services for individuals with disabilities.
https://community.cec.sped.org/dcdt/home
Family Network on Disabilities provides resources and training programs for persons with disabilities and families.
Organization for Autism Research (OAR) provides resources for people with ASD, their families, and support professionals to promote evidence-based practice.
Think College provides resources and training to support individuals with intellectual disabilities to attend post-secondary education programs, including resources for families. This site can be searched for extensive resources available in the Resource Library.
Scholarly Articles
Metty, W. (2019) Transition Contacts Meeting Part 1. FL: Florida Department of Education.
http://project10.info/Documents/Transition_Contacts_Meeting_FINAL.pdf
Accommodations and Support Services for Students with Autism Spectrum Disorder (ASD): A National Survey of Disability Resource Providers
https://eric.ed.gov/?id=EJ1153551
Center for Applied Special Technology (CAST) is a nonprofit education research and development organization that works to expand learning opportunities for all individuals through Universal Design for Learning.
Columbia Regional Program provides expanded core curriculum designed to help educational staff to provide self-discovery, structured learning activities, and a cumulative understanding of the many facets of self-determination for youth and young adults with ASD.
https://www.crporegon.org/Page/282
The DO IT Center: Distance Learning Course: Academic Accommodations for Students with Disabilities presents online modules for faculty members, teaching assistants and/or administrators on how to employ universal design and accommodation strategies.
The DOIT Center: Equal Access: Student Services video presents information on how to apply universal design principles to make postsecondary student services accessible to all students.
Florida Consortium on Inclusive Higher (FCIHE) UDL Online Module presents information on strategies to make college coursework accessible.
https://fcihe.com/resources/fcihe-online-learning-modules/universal-design-learning
Institute of Education and Sciences (What Works Clearinghouse): Strategies for Postsecondary Students in Developmental Education–A Practice Guide for College and University Administrators, Advisors, and Faculty website and downloadable resources provide guidance on making postsecondary education accessible to individuals with intellectual and developmental disabilities.
https://ies.ed.gov/ncee/wwc/PracticeGuide/23#
National Center on Universal Design for Learning. Presents a repository of information on strategies to make college coursework accessible to all. Portal to the DOIT Center
Processes and Principles for Universal Design:
Applications of Universal Design
https://www.washington.edu/doit/resources/popular-resource-collections/applications-universal-design
University of North Florida Disability Resource Center: Faculty and Staff Learning Modules page presents information on students needing disability accommodations and supportive strategies by disability.
https://www.unf.edu/drc/Faculty_and_Staff_Learning_Modules.aspx
Scholarly Articles:
Burgstahler, S., & Russo-Gleicher, R.J. (2015). Applying Universal Design to Address the Needs of Postsecondary Students on the Autism Spectrum. Journal of Postsecondary Education & Disability, 28(2), 199.
https://eric.ed.gov/?id=EJ1074670
Sarrett, J. C. (2017). Autism and Accommodations in Higher Education: Insights from the Autism Community. Journal of Autism and Developmental Disorders, 48(3), 679–693.
