The Autism Society Event and Education Recordings Archive

The importance of identifying motivations for attending college, selecting an institution, taking standardized tests, completing applications and surviving college will be explored. Strategies used in the College Program for Students with Higher Functioning Autism at Marshall University will be shared. The proposed session is intended to provide information and insight for individuals on the autism spectrum (IASs), family members, educators, counselors, psychologists, and others who help prepare for college.

The session will begin with a brief examination of reasons many IASs may be excellent candidates for completing higher education degrees. In addition to having intense interest in specific areas, many IASs progress to become experts in their fields and make impressive contributions to society.

Our personal and professional experiences confirm that purposeful planning and strategizing are basic elements of a successful college experience for many IASs. The session will continue with a discussion of important considerations when preparing for and being admitted to college, including:

Identifying motivations for attending college. College can be seen both as a means of preparing for a specific job or as a way to broaden one's perspective. Identifying goals for a person on the spectrum, who will eventually have to move on, may more critical than it is for most students since transitions can be more problematic.

Identifying a suitable institution. Individuals on the spectrum often have strong abilities in some areas but may be seriously challenged in other areas. It is necessary both to identify a college where one is likely to admitted and one where one can survive. Flexibility of the curriculum and general education requirements will be emphasized.

Applications and standardized tests. Standardized tests are often important. Strategies for preparing for areas in which one is challenged will be discussed.

Next, some key points and strategies for surviving college will be highlighted, including:

Problems faced by individuals on the autistic spectrum. Many of the problems faced by college students on the spectrum are not inherently different from those experienced by most of their neurotypical peers. Moving away from home, time management in a less structured environment, budgeting, dealing with more intense academic demands, and handling roommates are challenges that to some extent will “try” a large proportion of students. These problems, however, often become more severe for the IAS, and issues may considerably more complicated. For example, handling inevitable conflicts with roommates is more difficult if one has difficulty in understanding their perspectives and non-verbal signals.

There are also problems that are more unique to individuals on the autistic spectrum. While attitudes toward team work differ considerably among the neurotypical population, this task can be downright distressful for someone on the spectrum. Further, Students on the spectrum may need to secure certain services to address certain learning problems—e.g., an assigned note-taker or administration of exams in a distraction free environment. Often, such accommodations must be requested explicitly and coordinated with professors who may or may not be sympathetic to the Students on the spectrum situation.

Handling of group work. Group work, changing compositions of groups, and the dynamics of group work can be very frustrating. Unfortunately, this is required by many instructors who are unlikely to offer an alternative.

Disclosure. There are no easy answers to this pressing issue, and students must weigh a number of factors in deciding how much to reveal to different groups of peers, instructors, and other members of the university community.

Available accommodations. Results of a survey sent to colleges inquiring about services offered and characteristics of the institution will be discussed.

Motivation and managing the complete set of course-work required to complete a degree. Since many Students on the spectrum have strong interests, often to the exclusion of other subjects, going through a broad array of general education courses can be difficult. Many neurotypical students find general education frustrating, but are usually able to get through these courses through a realization that this is necessary in order to earn a degree. Such courses can, however, be much more demoralizing for students on the spectrum, and motivation is thus essential. Further, although many Students on the spectrum overall display very high levels of intelligence, specific impairments may make certain specific courses especially challenging. Abilities of Students on the spectrum often very tremendously, so the courses that cause difficulty will vary from individual to individual—some will have trouble with verbal tasks while excelling in quantitative work; for others, this will be completely reversed. Dr. Perner will talk about scheduling course work in order to address both motivation and work load. For example, it is usually possible to avoid academic probation by maintaining a current and cumulative GPA of at least 2.0. To reduce stress, it helps to understand “GPArithmetic” and plan accordingly. Suppose, for example, that one takes two highly motivating courses, one somewhat unpleasant “chore” course, and one “dreaded one.” It is then possible to stay above a 2.0 average by receiving one A, one B+, one C-, and, if that happens, even an F. It is important, however, to note that using such a strategy may mean that it may take longer to graduate.

The economics of college: Most college students have serious problems in budgeting, and many run up very large credit card bills. This may be an even bigger problem for Students on the spectrum who frequently have even greater problems relating specific expenditures to overall budgets. Thus, budgets may have to be made more explicit. Further, because college may take longer for the IAS, and because coping with course work alone can be so exhausting that part time work can be unrealistic, it is important to plan to be able to pay for the complete college experience. “Theoretical” budgets presented in college catalogs are often unrealistically low, especially for someone who has special needs.

Social relations. College often provides exceptional opportunities to “hang out” with others who have similar interests. However, college life, especially on big campuses, also provides opportunities and temptations to withdraw into one's own life. In large lecture classes, no one may notice or care that a student is gone. In order to guard against excessive isolation, a “buddy” system has been suggested whereby the IAS is expected to “check-in” with another person—preferably someone known before college—on a daily basis.

“Circuit breakers.” College can occasionally be overwhelming for everyone, but this can be especially so for the IAS. For example, for someone who may have trouble making new friends, being uprooted into a new environment can be challenging. As undemocratic as this may sound, money is definitely a help here. For example, just knowing that, if need be, one can come home very week-end, will likely to create a greater feeling of security even if one does not end up having to take advantage of this opportunity.. The telephone is a bit more egalitarian in that it is now possible to buy phone cards that will allow one to call home—if need be—for fifteen minutes a day for less than $20 per month.

Dealing with roommates. Roommates will usually be a new experience for most students in college. Negotiating the conflict involved can be a serious problem, particularly if one has difficulty understanding others' perspectives and their non-verbal communication. Thus, it may be helpful to try to pair up with people one already knows. It may also be essential to make more explicit agreements up front as to standards of cleanliness, noise levels, how bills are shared and, if one has to share rooms, when lights are turned off. One also has to decide on how much to disclose, which is a greater issue if new roommates are strangers.

Preparing to leave college. The stereotype of the “professional student” is present even in the neurotypical community, and as frightening as it sounds, many people have to move on. Graduation can “creep” up on you, and while many ordinary students rise well to the milestone, it can be quite frightening to those who eschew change.

Preparing to function on the job. Temple Grandin, and many professionals in the field, recommend that students get practical experience as early as high school. This may sound as frightening to many on the autistic spectrum, but we have to accept the practical wisdom of the advice. Many times, internships can help one get a foot “inside” a firm, potentially paving the way for post-graduation employment. There is often less risk in taking on an intern, so firms may be more willing to take someone who comes across as “a little strange,” and thus the student has the opportunity to present himself or herself as a competent and reliable asset to the firm. If employment that matches special interests can be found, it may even be that someone will finally find the deserved appreciation on the job! Note, however, that internships take time and energy, which should be budgeted for in the course load. In particular, work that involves a lot of human interaction—or other sensory stimulation—can be quite tiring.

Handling job search and interviews. Even ordinary students can benefit tremendously from training for meetings with potential employers and going through “mock” interviews. In the case of the IAS, however, it may be more essential than for most to focus on personal mannerisms, and where interviews may involve a meal, some special tutoring in dining etiquette may be indicated.

Finally, an opportunity for questions and audience participation will be provided.

Content Area: Education