ABSTRACT
The transition from high school to postsecondary education is a critical period for autistic young adults. The development of support services during transition from high school for autistic students is critical to increasing their access to postsecondary opportunities. ADA mandates that public postsecondary institutions provide reasonable services to autistic students. In terms of autonomy and independence, educators shared that students on the autism spectrum are often dependent on parents and not yet self-reliant at the time of transition. Educators reported a need to build executive functioning supports and to build autonomy in areas from organization to time management and independent problem-solving. Faculty who have previously mentored students with invisible disabilities on campus and have an understanding of autism in a college classroom setting are ideal session facilitators.
