Finding Their Way
On-campus programs and opportunities help all students, including those with autism and other disabilities, thrive in college.
The world has changed quite a bit in the past 10 years. Back then, graduating high school students with autism or other disabilities had a difficult time not only getting accepted into two- or four-year colleges, but also doing well once they got there.
Thanks to colleges’ offices of disability services, increased campus support, and on-campus programs, the process has since gotten much smoother and more accessible. Many of these students are thriving as a result. Kelly Deasy, the director of disability services for Bucks County Community College, believes it is part of an effort on campuses to create a culture of belonging for all.
“Campuses, especially because of COVID, have identified accessibility issues and have become more aware of the support that is needed for a diverse learning population,” she says. “Also, the stigma around disability may be decreasing a bit because we all can identify with barriers in our systems and environment.”
The longtime college administrator has advice for students and parents who feel overwhelmed with the daunting college admissions process: Do not give up hope.
“Our office helps each student with a documented disability determine what accommodations are reasonable,” she adds. “We are advocates and are committed to helping students find their way and succeed.”
“Our office helps each student with a documented disability determine what accommodations are reasonable,” she adds. “We are advocates and are committed to helping students find their way and succeed.”
Deasy sees it as a college-wide responsibility to provide access to students with special needs. The leaders of other local and regional institutions of higher learning seem to agree, as education seems to be trending toward more flexibility in course load and graduation timelines. Such flexibility benefits not only learners with unique needs, but also those with demanding schedules due to work and other commitments.
“We cater to people who have various needs and want to take classes online, in the evening, or start slower with one or two courses at a time while they work full-time and maybe take a larger course load later on,” Deasy adds. “I think with the right guidance, students can go at their own pace.”
One issue that can confuse some parents and students with disabilities who are on the college track is how an individualized education program (IEP) from high school factors into a student’s higher education.
“All colleges approach the IEP differently,” Deasy says. “At BCCC, we want to use it to see the big picture and to understand what accommodations are needed. If the IEP includes information on the specific diagnosis, it may be enough, or the college may need more details. The IEP is reviewed on a case-by-case basis and helps us get a holistic picture of the student’s educational history.”
Learning to Fly
Even though a student may have had an IEP or a 504 plan (an agreement between a family and a school regarding accommodations for a child with a medical or psychiatric condition) in the K-through-12 system, Chavonne Campbell says the student will not automatically receive accommodations in college.
Even though a student may have had an IEP or a 504 plan (an agreement between a family and a school regarding accommodations for a child with a medical or psychiatric condition) in the K-through-12 system, Chavonne Campbell says the student will not automatically receive accommodations in college.
“It is the student’s choice to receive those accommodations,” says Campbell, the student disability resource coordinator for Penn State Abington. For a student ages 18 and older, parents no longer have the legal right to speak on behalf of students nor sign students up for services; that burden falls on an adult student’s shoulders.
“It is being more accepted that students with autism and other disabilities consider college as an option as part of their career goal and path,” Campbell adds. “To that end, for these students to be successful, accommodations were implemented so that the students with disabilities as a whole are able to thrive.
“What stands out for Penn State Abington in terms of supports,” she continues, “is that our students are integrated with our neurotypical students.”
Her best advice, especially for students and parents who feel overwhelmed by the process: Contact a school’s disability office early into the process “so that an explanation of how the accommodation process works and the reality of what accommodations look like on a college campus can be rolled out.”
At two-year and four-year colleges and universities both near and far, many students with autism and other disabilities are faring well. At Bucks County Community College, for example, the Summer Bridge Program assists students with the transition between high school and college, and the AACHIEVE (An Autism College Innovation for Educational and Vocational Excellence) program helps students on the autism spectrum build self-advocacy, social, and executive-functioning skills.
“I have seen students who struggled in high school and were reticent about the college experience next to worried parents, and they do well in two- and four-year schools,” Deasy adds. “They have more autonomy, purpose, resources, peer support, they find their tribe, discover who they are, and end up thriving in college.”
Moving Beyond Challenges
Likewise, students with language-based learning differences such as dyslexia, dysgraphia, and dyscalculia often find the road to post-high school life a bit rockier than their peers. With innovative programming and the guidance and support of educators and counselors, however, these students can effectively move beyond their challenges.
Moving Beyond Challenges
Likewise, students with language-based learning differences such as dyslexia, dysgraphia, and dyscalculia often find the road to post-high school life a bit rockier than their peers. With innovative programming and the guidance and support of educators and counselors, however, these students can effectively move beyond their challenges.
Many traditional public and private schools throughout the Philadelphia area, especially those that offer inclusive learning-support services, have the ability to help students with learning differences. Some children, however, will benefit from instruction in schools with more specialized expertise. The following schools equip students who have learning differences with essential skills, such as self-advocacy, so they can prepare themselves for higher education, employment, and other future opportunities.
AIM Academy
Conshohocken
aimpa.org
Benchmark School
Media
benchmarkschool.org
The Camphill School
Glenmoore
camphillschool.org
Center School
Abington
centerschoolpa.org
Delaware Valley Friends School
Paoli
dvfs.org
New Hope Academy
Doylestown and Yardley
newhope.academy
AIM Academy
Conshohocken
aimpa.org
Benchmark School
Media
benchmarkschool.org
The Camphill School
Glenmoore
camphillschool.org
Center School
Abington
centerschoolpa.org
Delaware Valley Friends School
Paoli
dvfs.org
New Hope Academy
Doylestown and Yardley
newhope.academy
The Vanguard School
Malvern
vfes.net/vanguard
Woodlynde School
Strafford
woodlynde.org
Malvern
vfes.net/vanguard
Woodlynde School
Strafford
woodlynde.org
Published (and copyrighted) in Suburban Life magazine, October 2024.
