Choosing Your College Campus: 10 Must-Ask Questions for Autistic High School Seniors
In generating data and forming conclusions around my 2018 dissertation, I came up with four significant findings as to why 1st Year autistic college students voluntarily withdraw in their first semester in record numbers. At the time, the autistic attrition rate was almost 2/3 - meaning about 66% of autistics left in their first semester for a variety of reasons.
One of the rules of writing dissertations is to keep the focus narrow. You’re allowed to study a particular phenomenon, like autistic college student attrition, but you aren’t allowed to explore beyond that. I don’t make the rules, but if I wanted to successfully defend my dissertation, I had to follow the rules.
It’s in spaces like this that I can expand upon my findings. Given that I’ve got kids heading off to college soon, I wanted to share some questions that I’ve come up with to help HS seniors explore what awaits them on the college campus.
Student-led questions
Being a self-advocate, the first set of questions are for student-lead conversations. Again, based on my findings, here are 10 suggested questions that prospective autistic college students could ask colleges to help determine if a specific college is a good fit for them:
What types of support services and accommodations do you offer specifically for autistic students? This could include things like quiet study spaces, flexibility with assignments, peer mentoring programs, etc.
Is there specialized housing available for autistic students who need a more controlled living environment? Can I be guaranteed a single room if needed?
Do you offer a reduced course load option for autistic students who may struggle with a full course load?
What training is provided for professors and staff on supporting autistic students' needs?
Are there autistic / neurodivergent student groups on campus that provide community and support?
What career counseling services are available to help autistic students transition to employment after college?
How can I connect with current or former autistic students to learn about their experiences at your college?
Is your campus layout / sensory environment manageable for students with sensory sensitivity issues?
What mental health and counseling services are available that have experience working with autistic / neurodivergent students?
Are academic advisors and counselors knowledgeable about navigating college as an autistic student?
My research indicates issues like living environment, sensory needs, mental health support, and customized academic / career support are important for autistic student retention. Asking targeted questions can help autistic students evaluate if a college will provide the necessary accommodations and environment to be successful. Connecting with current autistic students can also provide valuable insights.
Parent-led questions
Understanding that many parents are leading this conversation with colleges, I’ve created another set of questions that they might use. Here, I’ve tied the questions to the specific finding in my research:
Does your staff receive ongoing training on supporting autistic students' unique needs? (Research showed the importance of an informed and supportive staff)
What is the student to counselor ratio in your disability services office? (Adequate support services are critical)
Do you guarantee housing accommodations like a single room or low-stimulus environment? (Controlling living environment is beneficial)
Are there groups on campus specifically for autistic students? (Peer community provides support)
Do you offer vocational programs or services to help with employment transition? (Career counseling is important)
Is mental healthcare available on campus with experience assisting autistic students? (Mental health support aids retention)
What accommodations are available for autistic students regarding course load, assignments, and testing? (Customized academic options help)
Does your campus layout accommodate those with sensory sensitivities? (Managing sensory environment is key)
Can autistic students easily access quiet study spaces when needed? (Controlled spaces aid retention)
Do autistic upperclassmen or alumni mentor incoming autistic students? (Learning from experienced students is valuable)
Again, my research found services and environment tailored for autistic students play a major role in their college retention and success. These questions can help parents ensure their child will get the necessary support.
Colleges may push back
In my journey to the classroom, starting as an functionally illiterate football player and ending in teacher prep college, I’ve attended 15 schools. I’ve been in spaces that were a complete nightmare and others where I felt supported. In my own journey as an advocate, an in building this set of questions, the following is a list of ways in which colleges may respond to your inquiries:
Accommodations and support services - Colleges may cite limited staffing, resources and budgets as challenges to providing specialized services and accommodations. They may encourage students to utilize general disability services. Be prepared for disability services with your IEP / 504 plan and/or diagnosis paperwork from your care provider.
Housing - Guaranteed single room housing is often limited. Colleges may encourage students to follow regular housing application processes with no guarantees.
Mental health services - Colleges may have limited counseling staff with autism experience. They may refer students to off-campus providers. These off-campus providers may not be covered in your health care plan.
Customized academics - Professors and academic departments hold a lot of authority over course requirements, assignments, testing policies etc. Colleges may be reluctant or unable to dictate accommodations. I’ve seen professors completely ignore my designated accommodations, and ignore the Disability Services office pushing in to help me.
Sensory environment - Older buildings and crowded campuses make sensory accommodations difficult. Colleges may suggest students adapt on their own, at their own expense.
Staff training - Limited time and resources may prohibit extensive autism training, especially with adjunct faculty. Colleges may only offer general disability training.
Vocational programs - Career counseling services may be limited for all students. Autism-specific services likely don't exist.
Mentorship - Connecting students directly may be viewed as ethically questionable. Formal mentorship programs are rare.
Student to counselor ratios - Colleges won't guarantee ratios. Students are encouraged to use services responsibly.
The reality is colleges must balance serving all students. Students and parents should be prepared for colleges to advocate for their general services versus specialized autism support. Remember power balances are at play. Each side is seeking to protect itself, with the college having the most power to do so.
A middle ground?
It may be possible to meet in the middle. This can be seen as a “cost-sharing” move between families and the school. Here are some ways colleges and parents of autistic students can seek middle ground regarding requests for accommodations and support:
Colleges can provide general disability services training on autism spectrum disorders to increase basic understanding among staff. Parents can supplement with educational materials. Parents / students can even offer to host professional development sessions for faculty.
Housing accommodations can be requested by students through regular procedures, with advocacy and documentation from parents as needed. Parents can explore disabled housing services in the larger community, though this can be difficult if the college is out of state.
Parents can advocate for priority access to single rooms or low-stimulus areas whilst understanding supply is limited.
Colleges can refer students to low-cost community mental health services and encourage counseling staff to pursue autism continuing education.
Parents / students can inquire about the possibility of customized accommodations in academics while accepting they may not always be feasible.
Colleges can provide recommended sensory-friendly areas on campus while encouraging students to self-advocate.
Parents can ask about augmenting general disability services orientation with autism-specific training from local community partners.
Career counseling can focus on developing self-advocacy and disclosure skills for the workplace.
Peer mentoring can be informal through existing clubs and activities matching older and younger students. Some spaces, like LGBTQIA+ clubs, may be more affirming and supportive of neurodivergence than others.
Counseling staff workload can be discussed and optimizing availability during peak periods.
The key, as always, is open and ongoing communication between parents and the college. Small steps by both parties can often lead to beneficial solutions and compromise.
Summary
Finding the right college fit is crucial yet challenging for autistic high school seniors and their parents. Asking targeted questions about autism-focused services and environment allows students to determine if a college can meet their unique needs. Key areas to inquire about include specialized housing, staff training, academic/workload flexibility, sensory accommodations, mental health and career support, mentoring programs, and disability services staffing. Whilst colleges may push back on grounds of limited resources, students, parents and institutions can find workable middle ground through compromise and understanding. With proactive communication and advocacy on all sides, the college experience for autistic students can be rewarding, enriching and a stepping stone to lifelong success.