Conversations continue to grow about college readiness for autistic students. It is a conversation I am eager to have because higher education choices have never been more widely available. One thing we often do not discuss is that what challenges come with college readiness apply to all learners. College students are underprepared for the college environment, and therefore, when an autistic student steps onto a college campus, the challenges are exacerbated. The skill gaps for autistic students look different because college readiness is not only about content knowledge. Readiness encompasses a broader range of skills that are part of their higher education and eventually extend into the workplace.
Recently, I saw a college professor I worked with when he started researching the topic of college and career readiness, David Conley. When I studied at the University of Oregon, David was early in the field to begin research on college and career readiness. At the time, my focus was elementary education, specifically special education, so I didn’t expect to be deeply connected with the topic. When I joined CLE more than 15 years ago, I realized his work was never more relevant to mine and has continued to be a focus.
The research Dr. Conley started sought to distill the challenges students face on college campuses. In my time at CLE, all the research rings true. We are still struggling to meet the needs of our autistic students to be “college-ready,” which is often attributed to content knowledge and grades. However, we see how the areas failing autistic students are about far more than academics.
More than Just Academics
In his work, Conley outlines the four keys of college readiness: 1) cognitive strategies, 2) content knowledge, 3) academic behaviors, and 4) contextual skills and awareness. These concepts continue to be a way to distill the challenges for neurodiverse students in college. This framework goes beyond traditional academic preparation. From time management and self-advocacy to understanding social norms, the challenges can add up quickly when stepping onto a college campus. Navigating college life is complex, and these four pillars guide every student—regardless of their neurodiversity—toward success in both academic and professional environments.
For example, an element of academic behavior is managing time. Students coming from high school typically have high structure – try mapping out your child’s schedule now. Each class and transition is mapped out from early morning through the afternoon. Daily living activities and studying are mainly supervised within the home. Navigating free time on a college campus can be a significant challenge. Autistic students may struggle with the lack of structure and increased autonomy, including variables like the start time of classes and different schedules for each day, blocks of 2-5 hours without anything planned. An open schedule can lead to difficulty managing time and balancing academic commitments with social activities. The college knowledge to know and act on this comes into play. Students need to be able to plan, execute, and monitor their time so that their coursework is completed.
Beyond the Classroom
In my role at CLE, I’ve observed that while neurodiverse students require specialized support, the skills we focus on—self-advocacy, time management, and independent living—are necessary for all students transitioning to a campus setting. A neurotypical student may need help adjusting to a rigorous course load. Students commonly need help sorting out parts of campus-based living that can be a challenge, such as managing sensory sensitivities in shared spaces or navigating unstructured social settings. Additional coaching to integrate into academic life can impact student outcomes and persistence toward their degree.
The contextual skills and awareness surrounding dorm living can show up in trying to find a space to have privacy and control aspects of their “home” space from sound and lighting to temperature. While single rooms may be available to some, there is a balance to ensure they do not isolate and find ways to push into campus communities. Finding the balance and how to access social communities requires initiative and problem-solving to seek out the social communities on campus. Coaching to identify where to find social outlets, plan how and when to get there, where to go, and tips for engaging with new peers can be of help.
Moving Forward
The college experience is not only about working towards a degree; it’s about fostering independence, social growth, and career preparedness. Assessing some of the limitations of campus resources and the challenges of higher education environments is essential. Doing so can help figure out how to bridge these skill gaps early on.
The work we do at CLE isn’t just for neurodiverse students—it’s a model for how we can better support all learners as they navigate the complexities of college. As the President of CLE, I’m excited to continue this important work to help our neurodiverse students learn valuable long-term skills for college and beyond.
Amy Radochonski, President of College Living Experience, oversees the program planning of CLE supports and services. With an extensive background in the field of education, a key aspect of Amy’s focus is the creation, development and implementation of procedural standards across all service areas throughout the country. As devoted advocate and supporter of young adults with disabilities, Amy believes all individuals should have an opportunity to reach their greatest level of independence.
Website: ExperienceCLE.com
LinkedIn: Amy Radochonski
LinkedIn: College Living Experience (CLE)
The post Understanding College Readiness for Autistic Students: Navigating Unique Challenges and Universal Needs first appeared on Organization for Autism Research.
