The Autism Society Event and Education Recordings Archive

Autism spectrum disorder (ASD) individuals are gravitating toward two-year colleges, including community colleges, as their gateways to attain postsecondary education. These institutions’ smaller sizes, close proximities to home, more interconnected staff and faculty, and intimate settings make them popular choices for individuals on the spectrum who hope to further themselves academically and, eventually, professionally. But not all two-year colleges are created the same, and the varying range of missions and accommodation plans for students on the spectrum, if any, may result in different experiences among these students. Whereas some ASD students may benefit from attending an institution that possesses an autism task force, support programs, peer mentorship, and bridge programs that extend from high school, others lack such accommodations. Two-year colleges are enrolling an increasing number of ASD students over recent years, yet many institutions lack the accommodation-related infrastructure to ensure that these students’ needs are met.

Through sharing the findings of a thorough review of research studies and other literature on this topic, my presentation will highlight various opportunities through which two-year colleges can improve services for these students in both the classroom and social settings. I will describe specific strategies that community college educators and leaders can adopt to cultivate positive educational experiences among ASD students. Scholars and researchers interested in this topic shall discover new avenues to explore in their studies, including the emergence of STEM as propitious paths for ASD students. Professors, higher education administrators, and disability staff members will learn ways to enhance classroom experiences and reduce social communication-related barriers for ASD students, respectively. Parents will find out how to formulate plans for their children on how to traverse the higher education landscape by utilizing two-year colleges as a launching pad for future pursuits, which may include finding employment and/or continuing on to a four-year college or university. ASD students will become more prepared on how to advocate for themselves at community colleges and obtain the services or assistance they require.

Another major component of the presentation will be to share my educational trajectory as a home-schooled high-schooler with Asperger’s who used a two-year college (community college) as my entry point to higher education. This path has now led to being a PhD student in the educational field. Through relaying the techniques that guided my journey in the community college setting and beyond, audience members will see how my opportunities reflect many of the promising points mentioned in the literature. 

Audience members will leave more informed of the challenges that two-year college administrators, staff and educators contend with in accommodating ASD students, as well as the difficulties confronted by the students and their families. More importantly, attendees will be readily equipped on how to facilitate changes that will positively impact this student population at two-year colleges. This presentation will advance the prominence of the intersection of two overlooked segments of society: ASD students and two-year colleges.