Academic, Social and Self-Advocacy Goals for College Students with Autism Spectrum Disorders

We present two studies that examine the needs of college students with ASD from the student perspective. First we report on the types of self-determined goals students with ASD create, alongside peer mentors, to help them reach social, academic and self-advocacy goals. Our focus here is to determine if there is close a correspondence between students\u27 perceived needs, and needs as determined by standardized measures and the perceptions of the peer mentors. In addition we will present real life narratives from students with ASD about their social experiences and successes in college and their choices around the issue of self-disclosure/self-advocacy