Although some individuals with autism spectrum disorder (ASD) may find college overwhelming or too challenging, many students with autism do well in an academic environment, particularly if they have the opportunity to focus on areas of personal interest.
My name is Austin. I have a diagnosis of Asperger's Syndrome and I recently started taking classes at my local community college.
My family and I were concerned about my transition to college because I have difficulty meeting people and making new friends. Having friends my own age at school helps me to stay positive and motivated when things get hard. My two best friends in high school were people whom I have known all my life.
School activities that may be particularly challenging for students with (also referred to as Asperger Syndrome) and high-functioning Autism include social interactions, noisy or disordered environments, intense sensory stimulation, and changes in expected routines. The unstructured parts of the school day, such as lunch, may present the greatest challenges. Many students with Asperger's Disorder or high-functioning Autism have difficulty using a pencil and paper for writing.
My name is Daniel. As an undergraduate mechanical engineering student, I am required to take a design and manufacturing laboratory course. In this course, students work in teams to build devices using mills, lathes, and other manufacturing equipment. I have high-functioning autism spectrum disorder. At the beginning of the term, I spoke with the instructor about my disability and accommodations.
Work-based learning experiences can help students make career decisions, select courses of study, develop job skills, and network with potential employers. For students with disabilities, work-based learning experiences provide a unique opportunity to explore different, job-related accommodations, and to practice disclosing their disabilities and requesting accommodations from employers.
At the end of 2010, I completed my Ph.D. in computer science at the ¯r¶¹ÔÚÏß (UW). At the UW, the policy for dissertations states that the last page is the vita—a short biography of the student. I began mine with the sentence: "For the first 10 years of her life, Katherine N.
