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Educating College Students with Autism Spectrum Disorders is one of the first books to specifically address the accommodation of students with significant learning differences in postsecondary education. Developed with the support of Autism Speaks, and piloted at Pace University, each component of this book is scientifically-based and provides a model of emerging best practices for college instruction involving students with ASD. The text is designed to give college faculty a deep understanding of students with ASD and help faculty to productively engage students with ASD, while also meeting the needs of all students in their classes. The strategies included in the manual are solidly grounded in principles of universal design and will prove indispensible for teaching college students of varying ability levels and diverse learning styles. A companion video shows clips of students and educators that are engaged in inclusive practices to illustrate approaches that have been successful in dealing with challenging situations in the classroom.

This purpose of this study was to investigate the perceptions of parents and faculty regarding the transition from a private special education school to the middle school environment. Research was conducted using a mixed methods design to investigate the attitudes and perceptions of those directly involved with the transition process. Seventeen participants, nine parents and eight faculty participated in both the interviews and questionnaire processes. Social competence, academic competence, procedural challenges, maturational readiness and program planning were dominant themes in this study. The study examined the academic, procedural and social changes that occur in middle school from the stage-environment fit and adolescent development theories. This study found that while both parents and faculty experience anxiety and excitement about transition all participants perceived the social and academic domains as the most difficult for students with special needs. This study also examined the experiences of parents and faculty in the transition planning process. This study identified a need to develop curriculum that supports parents and faculty before, during and after this important transition process. Policy that mandates a series of coordinated activities for transition is recommended.

Educating College Students with Autism Spectrum Disorders is one of the first books to specifically address the accommodation of students with significant learning differences in postsecondary education. Developed with the support of Autism Speaks, and piloted at Pace University, each component of this book is scientifically-based and provides a model of emerging best practices for college instruction involving students with ASD. The text is designed to give college faculty a deep understanding of students with ASD and help faculty to productively engage students with ASD, while also meeting the needs of all students in their classes. The strategies included in the manual are solidly grounded in principles of universal design and will prove indispensible for teaching college students of varying ability levels and diverse learning styles. A companion video shows clips of students and educators that are engaged in inclusive practices to illustrate approaches that have been successful in dealing with challenging situations in the classroom.

Two case studies are presented here, describing the student's situation and performance in class, and problems that arose. In each case, the college support team defined goals, then offered strategies and accommodations to resolve the problem. These case studies highlight successful approaches in dealing with challenging situations.

This introductory section provides a brief historical overview of legislation regarding students' educational rights and college/professorial responsibilities, explains why students on the autism spectrum are arriving in greater numbers at colleges, then discusses salient characteristics of young adults on the autism spectrum, before describing some common accommodations that colleges can provide. It sets the stage for the major sections of this manual, which are intended to help college faculty understand and engage students with autism spectrum disorder (ASD) in their classes. Through information presented in Chapters 2 and 3, strategies will be explained in relation to specific student learning characteristics. The ultimate goal of the manual is to demonstrate how to facilitate academic learning and enhance success for college students with ASD.

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Students with ASD face challenges to learning in various areas. Difficulties in language processing, social communication, organizational skills, and sensory functioning may keep them from achieving their potential and may present challenges to the professors who teach them. This chapter will describe these areas, including how they manifest in the student and why, with strategies to address problems that may arise in class. The strategies presented in this chapter result from application of best practices in the field of ASD and our own experiences, as well as feedback from professors who have taught the students, and the students themselves.