Abstract
Increasing numbers of students with autism are entering institutions of higher education. These students face daunting social, emotional and communication challenges. While these institutions typically offer disability services, mental health counseling, career counseling, and health services to students with special needs, students with AS and HFA present unique needs that differ in many respects from the needs of students requesting accommodations for learning disabilities, especially in the area of nonacademic supports such as social and emotional supports. Many colleges are not equipped to handle these challenges and there is a poor data base of well-informed interventions for college-going adults with autism. This chapter presents and analyzes available and emerging support systems for students with ASD. The literature cites a number of sources of support for students with ASD to help them navigate campus life. One source of support comes from families, especially parents. Another involves support offered by offices for students with disabilities. Two sources of institutional support have received much attention in the recent literature: transition programs and mentoring programs. These support systems can help postsecondary students with ASD successfully pursue an academic degree in an environment that supports their social acclimatization, independence, and well-being.
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Lowinger, S. (2019). Postsecondary Education for Students with ASD: Essential Support Systems. In: Lowinger, S., Pearlman-Avnion, S. (eds) Autism in Adulthood. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-030-28833-4_6
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