Cost Benefit Analysis Of Postsecondary Education For Individuals With Autism Spectrum Disorder

Postsecondary education is now a goal for many students with disabilities. While individuals with disabilities, including those with autism spectrum disorder (ASD), still experience a high rate of unemployment, adults with Learning Disabilities (LD) who have completed postsecondary education experience significantly higher rates of employment and income. Thus, the completion of a postsecondary education is associated with positive adult outcomes among individuals with disabilities, implying that individuals with autism who complete a postsecondary education might experience improved outcomes. The free and appropriate public education (FAPE) of children with disabilities is a relatively recent phenomenon, mandated first in 1975 by PL 94-142, the Education for All Handicapped Children Act (EAHCA).  Although children with disabilities won their right to a public education, EAHCA did not provide a guarantee for education quality, and long-term outcomes for individuals with disabilities were little changed as evidenced by continued high rates of unemployment among adults with disabilities.  Will (1984) proposed a transition bridge from secondary to postsecondary options for individuals with disabilities in order to pave a path to improved adult outcomes.  In 1990, the Individualized Education Program (IEP) transition plan was mandated through enactment of PL 101-476 Individuals with Disabilities Education Act (IDEA).  With the revision of IDEA in 2004, a greater emphasis was placed on measurable postsecondary goals including education, training, and employment transition assessments.  Postsecondary education is now a goal for many students with disabilities.  While individuals with disabilities including those with autism spectrum disorder (ASD) still experience a high rate of unemployment, adults with Learning Disabilities (LD) who have completed postsecondary education experience significantly higher rates of employment and income.  Thus, the completion of a postsecondary education is associated with positive adult outcomes among individuals with disabilities, implying that individuals with autism who complete a postsecondary education might experience improved outcomes.