College Transition Planning for Students With Autism Spectrum Disorder Transition planning has proven effective, and is currently a widely used tool for adolescents and young adults with autism spectrum disorder as they prepare for life after high school, with nearly 85% of students having some sort of transition plan (Hendricks & Wehman, 2009). Transition planning typically involves the student, teachers, and parents or guardians and focus on the setting of goals related to the individual’s future plans, such as independent living, communication skills, or employment related goals (Hendricks & Wehman, 2009). Active participation by the student in transition planning, and a primary goal of attending a postsecondary institution has been
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In general, many young adults with autism struggle with forming and maintaining relationships, behaving in a socially acceptable and age appropriate manner, and having an individual understanding of their disability (VanBergeijk, Klin, Volkmar, 2008). Correspondingly, previous research has identified the presence of five themes that impact a successful transition from high school to college: a personal motivation by the student to attend college, a high awareness by the student of his/her own disability, large levels of support from the student’s family, utilizing effective transition planning, and having well-defined goals for after graduation from college (Alverson et al., 2015). Students saw more success when they were active in the transition planning process, often directing the planning process themselves (Wei et al., 2015). Making the student the center of the transition planning process empowers them, giving them more experience in taking charge of their lives and becoming more independent (Hendricks & Wehman, …show more content…
Families should work to support the goals of their child as high school ends and they transition to college, but allow the student to take the lead in setting and following goals for postsecondary education (Alverson et al., 2015). Students should begin learning skills for independently acting in college and beyond in the early teen years with parental support in order to be more prepared when they do move on to college and adulthood (Brown et al.,
In general, many young adults with autism struggle with forming and maintaining relationships, behaving in a socially acceptable and age appropriate manner, and having an individual understanding of their disability (VanBergeijk, Klin, Volkmar, 2008). Correspondingly, previous research has identified the presence of five themes that impact a successful transition from high school to college: a personal motivation by the student to attend college, a high awareness by the student of his/her own disability, large levels of support from the student’s family, utilizing effective transition planning, and having well-defined goals for after graduation from college (Alverson et al., 2015). Students saw more success when they were active in the transition planning process, often directing the planning process themselves (Wei et al., 2015). Making the student the center of the transition planning process empowers them, giving them more experience in taking charge of their lives and becoming more independent (Hendricks & Wehman, …show more content…
Families should work to support the goals of their child as high school ends and they transition to college, but allow the student to take the lead in setting and following goals for postsecondary education (Alverson et al., 2015). Students should begin learning skills for independently acting in college and beyond in the early teen years with parental support in order to be more prepared when they do move on to college and adulthood (Brown et al.,