The Autism College Connection

Research shows that a growing number of students are registering with the Disability Services Office on college campuses. While some writers believe that the rise in those numbers is a grift by upper-middle-class parents, it’s clear that these growing numbers of disabled college students are a byproduct of COVID shutdowns, a generation hooked on technology, and a growing awareness and acceptance of neurodiversity. 

In fact, many qualified college students are hesitant to sign up with the Disability Services because the process is confusing and cumbersome. Many think the accommodations are not worth the hassle. 

I always advise neurodivergent students to fill out the paperwork for Disability Services at their college, and that they should start that process several months before the school year starts. However, it is important to have a realistic understanding of the requirements and benefits. 

Some facts about the standard disability accommodations at traditional colleges that families should keep in mind: 

1. IEPs end when students leave the public education system, whether at age 18 or 21. Relative to high school, college accommodations are much more limited — most students only get extra time on tests and a quiet testing room. 
2. Professors have no training on neurodiversity or inclusion. They also have no training in pedagogy. They are experts on Victorian literature, Roman history, or linear algebra. They cannot alter their teaching methods to accommodate your child. The college curriculum is never altered.
3. Students are expected to be able to sit in a class for 1 to 3 hours, pay attention, not walk around, not stim, not ask excessive questions, and not bother the other students. The Office of Disability Services cannot provide accommodations to help students who struggle with those skills. 
4. Students have to independently work with the Office of Disability Services to get those accommodations.Administrators expect students to fill out an application, submit documentation from a doctor, sit for an interview, and later share a Letter of Accommodations with their professors. Parents aren’t allowed to become involved with any of those tasks. 
5. The basic accommodations can be extremely beneficial for some neurodivergent students. It can lower anxiety and give them the chance to be fairly evaluated. 
6. Unofficially, the Disability Office can provide other help. Administrators can become intermediaries between the student and faculty if the student runs into difficulties. 
7. The Office often becomes a safe place for neurodivergent students who need a place to hang out in between classes. 
8. When a professor receives a “Letter of Accommodations,” it gives them a heads-up that a student might need a little extra kindness. 

So, students should reach out to those departments for help after they are admitted to the college. If you have any morequestions about how to manage disability services in college, reach out for help.