For teachers and school counselors in the K-12 system, integrating classrooms and curriculum for special education students is a constant challenge. Whether these students have learning disabilities, speech/ learning impairments, mental retardation, or autism spectrum disorders (ASD) our current public school system has been dedicated to making sure that their schooling experience is as inclusive and successful as it can be. However, the only true measure of public education’s success is through the postsecondary successes of the students it turns out. Though special education students exit our hallways and classrooms at age 18, the legacy of their K-12 education is still to-be-determined. Unfortunately for students with ASD, that legacy is not something to be bragged about.
What’s the Deal with ASD?
As a seasoned autism researcher, Dr. Paul Shattuck of Washington University in St. Louis was bothered by the lack of data surrounding the post-secondary lives of ASD students. Though there has been several small studies done about this topic, they were limited in scope or population. Therefore, Dr. Shattuck and colleagues undertook a massive survey of 1900 youths with the goal of filling in that gap. The results, titled “Postsecondary Education and Employment among Youth with Autism Spectrum Disorder,” were published in the June edition of Pediatrics.
Among the most startling of Dr. Shattuck’s findings was that people with ASD were not only less likely to be in college (35%) than their peers with learning disabilities (40%) or speech/learning impairments (51%), they were also less likely to be employed then those with mental retardation, 55% vs. 69%. What this means, according to Shattuck, is that individuals with ASD are at a high risk of becoming what is known as disengaged after high school. In this sense, disengagement is defined as failure to be employed or enrolled in any kind of post-secondary education.
What the Numbers Really Say
Throughout the course of Dr. Shattuck’s study, he determined that though students with ASD are receiving far more services while in the K-12 system than they did even a decade ago, those services are not translating to gainful employment or post-secondary education once high school is done. Looking at the numbers, though, it seems like there should be some sort of carry over given the relative successes of those with other disorders. People with ASD become disengaged two years after high school at a rate of 35%, this is compared to 7% of those with speech/learning impairments, 3% of those with learning disabilities, and 26% of those with mental retardation. Though clearly, there are always ranges of problems presented by each of these four broad categories, the difference is significant.
Though there is a clear need for differing policies within the workplace as well as the halls of higher education, as Shattuck explains, “the evidence base on services for adults with ASD is inadequate for informing policy and program decisions to meet the needs of this growing population.” Therefore, more research like this will need to be conducted. For now, teachers and school counselors need to work on the micro level to try to bridge the post-secondary gap for their students. As those on the “front lines” of education, finding ways to help systematically improve transition planning for students with ASD post-high school should be at the top of the special education and general education agenda.
My son, who has high – functioning autism, will be starting community college in the fall. So far, so good. I have been really impressed with the staff so far; they have went out of their way to make things go smoothly in this process.
However, I can see some of the issues that other parents might be facing. We are not “involved” as much in our child’s education, since they are eighteen and need to advocate for themselves. My son is pretty good at that, but is definitely not a self starter. I have to remind him to make his schedule, etc. Once he gets into class, I think he will be fine since he knows how to “do school.”
Another issue I’ve found is that in order for him to get disability, he needs to show a need. Since he is able to go to college, he may not get disability. However, since he has a scholarship, he has to keep a full schedule, so he can’t work too; it would be much too difficult. So, no income while he is in school?
On the other hand, for him to get money from vocational rehabilitation for college (which we hope to pick up when his scholarship runs out,) he will need to show a work history.
A bit of a catch – 22.
My plan is to get him into school and then help him in finding a part – time job to get some work history. However, for the next five to eight years, depending on what he studies, I will have him living in my house with little to no money coming in.
He is a smart young man, so I want him to have this opportunity, but it is difficult. Also, he has gone on some interviews, but since he is not using voc rehab to assist him (they will either help with college or employment), it has not gone well. People can tell there is something “off” about him.
Hi Kristina,
Thanks for sharing your story. I agree, there is a definite “Catch-22″ out there as concerns ASD kids in the workplace and in school. As a college instructor, I have only ever encountered high-functioning autistic students who, though they do well grade-wise do struggle with other aspects of College Life. I think that the key is similar to what Dr. Shattuck suggests in this study. Namely, we need to work with these students, their families, and society starting in the K-12 system to help them transition. This has happened with students with mental handicaps for years, which is why they are employed. Maybe it’s time to start a similar program aimed at ASD.
Dear Ad:
Thank you for writing your article describing the plight of young adults with ASDs. As a college administrator who oversees a Comprehensive Transition and Post-secondary (CTP) program for students with ASDs and other neurologically based learning disabilities, my team and I attempt to help these students transition to the world of work and independent living, or transition into a college degree bearing program. Their struggles are heroic and some do achieve success. Not enough attention is paid to policy, programs, and services for young adults on the spectrum.
Thanks again for bringing attention to their struggle.
Ernst
I am wondering if the study differentiated between high and low functioning autism. My son has high functioning and with a gifted IQ, and dreams of becoming an engineer, but he can’t even handle attending high-school. After 2 years of no attendance and many failed attempts to make things easier and more comfortable for him, the school board has finally hired a teacher to teach him one on one for 6 hours per week at any location of his choosing. She is cutting all the fluff out of the curriculum and teaching him the bare minimum of what he needs to obtain each credit. This just started, but we are praying that he can handle this much.