Expanding the Paradigm: Postsecondary Education Options for Individuals with Autism Spectrum Disorder and Intellectual Disabilities

Abstract

This article will provide an overview of postsecondary education (PSE) options for students with Autism Spectrum Disorder (ASD) and other Intellectual Disabilities (ID). Topics include a historical and philosophical discussion outlining how students with ASD and ID can benefit from postsecondary opportunities, a description of current PSE options, and models of implementation. In conclusion, implications and recommendations for future research, training and technical assistance are provided.

Predictive Factors of Participation in Postsecondary Education for High School Leavers with Autism

“…However, research specifically focusing on the transition from high school into postsecondary education for students with autism is very limited (Hendricks and Wehman 2009;Seltzer et al 2004). There is a need to investigate factors that are predictive of positive postsecondary outcomes for students with autism (Hart et al 2010). Although the predictors of participation in postsecondary education for students with disabilities have been reported previously (e.g., Baer et al 2003;Halpern et al 1995), there is a lack of research specifically focusing on students with autism and using a national representative data set to determine the predictors.…”

“…Successfully moving from high school to some type of postsecondary education (e.g., community college, 4-year college, vocational/technical business school) can improve one's employment outcomes and further improve his/her quality of life (Hart et al 2010;Stodden and Mruzek 2010). Yet, compared to students without disabilities, fewer students with disabilities have successfully moved from high school to postsecondary education (Blackorby and Wagner 1996).…”

College Students’ Openness Toward Autism Spectrum Disorders: Improving Peer Acceptance

“…Impaired social and communicative skills during young adulthood can decrease opportunities to find life partners and form support networks outside of one's family, as friendships which are shorter in duration and increased loneliness are directly correlated to the degree of ASD characteristics a student displays (Jobe and White 2007;Howlin et al 2004). Such impairments are also capable of negatively impacting one's self-concept and hindering academic success (Howlin et al 2000), counteracting the increases in self-esteem and sense of belonging that arise from being part of a college community (Hart et al 2010). ASD has also been linked to the development of other psychiatric disorders.…”

Promoting active participation of children with intellectual disabilities in social activities through citizenship education in disability centers in Tabuk, Saudi Arabia

“…Opportunities for students with intellectual disabilities to develop citizenship can also be promoted through different learning and social networking programs (O'Brien et al, 2009), which teach skills that develop intellectual thinking and self-advocacy (Hart et al, 2010). One study argues that citizenship for intellectually disabled individuals seems impossible, due to the common traditional concept in the society (Johnson et al, 2010).…”