Perceptions of College Students with Autism Spectrum Disorder on the Transition to Remote Learning During the COVID-19 Pandemic

COVID-19 caused a major shift in how college students, including those with disabilities, received their education during the Spring 2020 semester. The rapid shift to remote learning resulted in new challenges, but also, some benefits for students. This study presents the results of open-ended responses of a cohort of 31 students with autism spectrum disorder (ASD) who were part of a larger study and enrolled in very- to highly competitive institutions (as rated by U.S. News and World Report) during the Spring 2020 semester regarding their experiences, both positive and negative, in shifting to remote learning. The students described advantages, including personal and academic benefits with remote learning as well as disadvantages. These problematic areas included the structure and infrastructure of course delivery, environmental factors, social factors, and personal factors. Specific examples of each are presented to help richly capture the experiences of these students during an unprecedented period in history

Parents’ Perceptions of the College Experiences of Twice-Exceptional Students with Autism Spectrum Disorder

Students with Autism Spectrum Disorder are accessing college in increasing numbers, and within this group, there is a cohort of academically talented students who can be considered twice-exceptional, or 2e-ASD. While research about college students with ASD is increasing, there is a relative dearth of literature about 2e-ASD college students, and their secondary transition and college experiences. The current study presents the results of individual interviews that were conducted with 10 parents of 2e-ASD college students to explore their perceptions of their children’s experiences, including what things went well and what were problematic areas. Parents described clear and early expectations that the student would attend college and that college provided the student with independence and the chance to be with people who shared similar interests. They described factors that were considered during the college search including the size of the campus and distance from home, and the importance of letting the student take increased responsibility, and if necessary, make and learn from mistakes. The need to focus on executive functioning and social skills was also noted. Implications for families, secondary transition personnel, and vocational rehabilitation counselors are presented

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

The experiences of autistic college students have become an increasing focus of research over the past 10 years. As a part of a larger research project, 40 successful autistic college students were interviewed about their experiences transitioning from high school to college. Participants reported being active participants in selecting colleges, but not receiving robust transition services during high school. They reported wanting additional opportunities in high school to develop executive function skills and to have more social opportunities. Further, they stressed the importance of developing greater independence while in high school

Promoting Access to Postsecondary Education for Low-Income Students With Disabilities

Few students with disabilities from high-poverty backgrounds attend college. We discuss the effects of disability and growing up in poverty on expectations for postsecondary education attendance. We describe the limiting effects of attending high-poverty high schools on student achievement followed by challenges faced by low-income students with disabilities in accessing and completing college programs including the role of federal student aid programs. Finally, we discuss the limited employment outcomes for adults with disabilities, in particular, those from high-poverty backgrounds who have not completed college. We conclude with implications and recommendations for policy

Preparing Students with Disabilities for College Success: A Practical Guide to Transition Planning.

For students with mild to moderate, non-visible disabilities, navigating a college education without the support team they had in high school can be challenging. Help students become effective self-advocates and maximize their postsecondary possibilities with this cutting-edge book, which balances current research with the most practical guidance to date on this topic. Readers will learn how early, coordinated, student-centered planning helps students develop the academic and personal skills required to successfully transition to college. User-friendly checklists, tip boxes, activities, and illustrative vignettes translate extensive research into immediate practice with students and families. Secondary transition personnel, counselors, and educators in high school settings will turn to this book first for comprehensive, accessible information on helping students transition to college--and lay the critical groundwork for future employment success. Gary M. Clark wrote the Foreword for this book. Chapters of this book include: (1) Introduction (Joseph W. Madaus, Stan F. Shaw, & Lyman L. Dukes, III); (2) Considerations for the Transition to College (Joan M. McGuire); (3) Let\u27s Be Reasonable: Accommodations at the College Level (Joseph W. Madaus); (4) Teaching Students with Disabilities Self-Determination Skills to Equalize Access and Increase Opportunities for Postsecondary Educational Success (James E. Martin, Juan Portley, & John W. Graham); (5) Using a Schoolwide Model to Foster Successful Transition to College: Providing Comprehensive Academic and Behavioral Supports to All Learners (Michael Faggella-Luby, K. Brigid Flannery, & Brandi Simonsen); (6) Technology Trends and Transition for Students with Disabilities (Manju Banerjee); (7) How Secondary Personnel Can Work with Families to Foster Effective Transition Planning (Carol A. Kochhar-Bryant); (8) Gathering Data to Determine Eligibility for Services and Accommodations (Lyman L. Dukes, III); (9) The College Search (Nick Elksnin & Linda K. Elksnin); (10) Helping Students with Disabilities Navigate the College Admissions Process (Manju Banerjee & Loring C. Brinckerhoff); and (11) Planning for the Transition to College (Stan F. Shaw). An index is included.https://digitalcommons.usf.edu/books/1034/thumbnail.jp

The role of non-academic factors in academic success of college students with learning disabilities.

Hlm.16-2

Navigating the transition from high school to college for students with disabilities.

Navigating the Transition from High School to College for Students with Disabilities provides effective strategies for navigating the transition process from high school into college for students with a wide range of disabilities. As students with disabilities attend two and four-year colleges in increasing numbers and through expanding access opportunities, challenges remain in helping these students and their families prepare for and successfully transition into higher education. Professionals and families supporting transition activities are often unaware of today’s new and rapidly developing options for postsecondary education. This practical guide offers user-friendly resources, including vignettes, research summaries, and hands-on activities that can be easily implemented in the classroom and in the community and that facilitate strong collaboration between schools and families. Preparation issues such as financial aid, applying for college, and other long-term planning areas are addressed in detail. An accompanying student resource section offers materials for high school students with disabilities that secondary educators, counselors, and transition personnel can use to facilitate exploration and planning discussions. Framing higher education as a possible transition goal for all students with disabilities, Navigating the Transition from High School to College for Students with Disabilities supports the postsecondary interests of more than four million public school students with disabilities.https://digitalcommons.usf.edu/books/1035/thumbnail.jp