Self-Advocacy for College Students with Autism

Thanks to the American with Disabilities Act of 1990 we have lighter doors, ramps, and handicapped
parking at almost every known environment. While we have tackled a lot of the main problems associated with
architectural barriers, we are still far behind in other obstructions for people with disabilities. What people dont
realize is that there are more than one kind of disability and that construction of property isnt enough to assess
all of the issues. Sometimes it takes more than a ramp to create a sense of inclusion for people with a
developmental disability.
Recently in the years the amount of college students who have been diagnosed with Autism Spectrum
Disorder has increased. These students are defined as higher functioning forms of Autism meaning that they
have the ability to communicate and foster amounts of independence that allows them to study away from
home. While there are a lot of these students starting college, there are few who are able to actually finish with
a degree. (Autism Speaks, 2013) This is due to a few barriers that students with Autism may face.
College students with Autism are generally have a harder time being accepted by their peers due to
negative stereotypes and misinformation about Autism. These inaccurate perceptions about a persons ability
based lack of direct knowledge is known as an attitudinal barrier. (Dattilo, 2012) There are plenty of
organizations such as Autism Speaks that advocates for those with Autism. There are even acts such as IDEA
that enforces the needs of those with Autism in their primary school. (Sarris, 2014) However, what a lot of these
professional journals and organizations lack are people with Autism who are speaking about what they
themselves want from a college program, or employer.
The importance of those with Autism speaking about what they want or think is that it creates selfadvocacy. Self-advocacy is understanding your strengths and needs, identifying your personal goals, knowing
your legal rights and responsibilities, and communicating these to others. (Dattilo, 2012) Self-advocacy is a way
to get over systemic barriers in college and to fully be able to live independently.
All throughout their primary education, children with Autism are guided through an Individualized Education
Program, which suddenly disappears in college. Unlike high schools, colleges require students with autism to
ask for what they need. Students are required to provide proof of their disability and request accommodations
through a disability services office, if the school they are attending even has one. According Emma Nicholson,
a lot of colleges are lacking the steps taken to promote self-advocacy, and just throw students in without the
necessary resources. This is what she found to be the case when her son started taking classes at the
community college and was accused of plagiarism because he lacked the skills needed to defend his work.
(Nicholson, 2014)
The ideal goal is to be able to leave college students with Autism with the skills needed fend for
themselves. Stephen Shore gives an example of a girl who is looking into colleges. During her search she does
the appropriate research to discover what level of assistance the college will be able to provide for her
disability. After her acceptance, she makes an appointment with the college disability counselor to discuss her
preferences, as well as some accommodations that helped her throughout high school. After giving her list of
accommodation she then supplies all required documentation and is on her way to receiving the needed
accommodations. (Shore, 2004)
This kind of student is what schools should be focused on accomplishing, however, many public schools
under IDEA lack the self-advocacy lessons. While it is an important topic to start discussing in colleges, it is
even more important to start teaching self-advocacy in earlier schooling as well. The schools already have the
programs and resources, they just need to create more emphasis and training in this area. This way the
student has more time to transition and practice self-advocacy before going off to school.
It is also important to note that professors and disability counselors should also place emphasis on what
the student wants rather than relying on studies. We should be encouraging students with Autism to speak
about their experiences rather than voicing their opinion for them. While some students may not want to
disclose their disability, and fall behind, it should be encouraged that needing accommodations is nothing to be
ashamed about, and will be available if and when requested. Parents should also start enforcing self-advocacy

as well. Rather than running to their rescue at every missed assignment, or misunderstood project, they should
let the student handle their problems alone at first.
While there are disagreement as to how exactly a self-advocacy course should be taught, there is still a
need to the inclusion in college curriculum with enough time and guidance to fully see the effects. Not only will
these skills assist them in college, but hopefully throughout their careers as well. According to According to
Emma Nicholson With time, practice, and a helpful hand, students with disabilities can not only learn to speak
up for themselves but learn how to appropriately handle difficult situations they may encounter in life.
(Nicholson, 2014)

References
Autism Speaks. (2013, November 1). Study Suggests Community Colleges Provide
Advantages for Young Adults with Autism. Retrieved from
https://www.autismspeaks.org/science/science-news/study-suggestscommunity-colleges-provide-advantages-young-adults-autism:
www.autismspeaks.org
Dattilo, J. (2012). Inclusive Leisure Services. State College: Venture Publishing Inc.
Nicholson, E. (2014, February 10). Advocating for Your College Student With Autism.
Retrieved from http://www.huffingtonpost.com/:
http://www.huffingtonpost.com/emma-nicholson/advocating-for-yourcolle_b_4750940.html
Sarris, M. (2014, May 12). AUTISM AND THE COLLEGE EXPERIENCE. Retrieved from
http://iancommunity.org/: http://iancommunity.org/ssc/autism-collegeexperience
Shore, S. M. (2004). Self Advocacy. Autism Spectrum Quarterly .