Improving the Transition to College for Twice-Exceptional Students with ASD: Perspectives From College Service Providers

Abstract

Increasing numbers of academically talented students with autism spectrum disorder (ASD) are accessing higher education. This is an underserved, and understudied cohort of students, as their talents can mask their autism, or their autism can mask their talents. We conducted interviews with 11 professionals who support academically talented students with ASD at 10 very competitive 4-year institutions in the United States. Findings highlighted the significant academic and personal strengths that these students bring to college, factors that can be incorporated into secondary transition planning for twice exceptional ASD students. Suggestions about important concepts that both families and secondary transition personnel should understand regarding the differences between high school and college are also provided. Implications for secondary transition planning are discussed.

The transition to college: lived experiences of academically talented students with autism

“…Similar to previous studies ( 26 , 27 ), our sample reported experiencing significant social and emotional challenges during the transition to college. This reflects the literature findings [e.g., ( 17 , 20 , 24 , 26 )] regarding the importance of providing social supports and opportunities for students with autism in high school. Many of our participants indicated that high school students with ASD should be encouraged to become involved in extracurricular activities so their social world and experiences can be broadened before college and so they can reflect and learn from any negative social situations that they encounter.…”

“…Few reported that they participated in or receive targeted instruction or exposure to experiences focused on developing independent living or social skills and relations in high school. As a group, our participants had more developed self-determination skills than in previous studies, potentially because they are academically talented or gifted ( 8 , 13 , 17 ). However, the absence of systematic instruction in some academic and social skills highlights a research-to-practice gap as multiple studies have discussed the importance in developing these skills for individuals with ASD ( 17 , 20 , 24 ).…”

“…As mentioned earlier, some research suggests that many college students with ASD are reluctant to disclose their disability ( 4 , 8 ). Madaus et al ( 17 ) conducted interviews with service providers at competitive post-secondary institutions and these findings suggest that some of the skills and traits that most affect the success of 2eASD students are related to social skills, self-advocacy, self-management, and motivation. Challenges related to these skills, combined with the reluctance to disclose their ASD, may lead to a challenging first-year experience at a competitive institution.…”

“…Parental involvement is critical, providing but so are opportunities for student independence in high school will also be integral in preparing for their transition. Examples of these opportunities from the literature include enabling students to facilitate their own IEP meetings ( 18 ), student participation in college immersion experiences during high school ( 11 , 17 ) and allowing for high school students with ASD to develop clubs that foster their interests ( 25 ). This study includes valuable first-hand perspectives from students who are 2eASD about their experiences transitioning to competitive colleges and universities.…”

A scoping review of supports on college and university campuses for autistic post-secondary students

“…(Chown et al, 2018;Accardo et al, 2019b) • Orientation week helpful to make connections and become familiar with space and resources. (Anderson, 2018;Madaus et al, 2022) • Information available online or in recruitment materials (Retherford and Schreiber, 2015;Chown et al, 2018) • Apps as a potential effective and low-cost support (Francis et al, 2018) • Disability services office (Retherford and Schreiber, 2015;Dymond et al, 2017; • Campus guides at beginning of semester (Barnhill, 2016;Chown et al, 2018) • Residential orientation programs/moving in early (Chown et al, 2018;Goddard and Cook, 2022) • Peer mentors (Roberts and Birmingham, 2017;Trevisan et al, 2021) Transition out of PS:…”