Developing a College Access Program for Neurodiverse Learners

Background: Despite often high academic potential, transition-aged youth with ASD are significantly less likely to pursue post-secondary education than students with most other disabilities (Wei et al., 2016). However, once enrolled, college students with ASD may enroll in STEM majors and persist in college more than neurotypical peers (Wei et al., 2013; 2014). To address the need to help students with ASD bridge the gap between high school and college, innovative transition programs for students with autism have begun to emerge (e.g., Hotez et. al, 2018; White et. al, 2017). However, students on the spectrum do not always identify with autism and may not wish to engage with programming that is specifically for students with autism (Gillespie-Lynch et al., 2017). Building from prior literature and student feedback, we developed a transition program for neurodiverse students more generally at a popular extracurricular, non-profit specializing in technology education for neurodiverse students, Tech Kids Unlimited (TKU).

Objectives: Evaluation of TKU’s first College Access Program aims to identify students’ attitudes toward college at pre-test and examine if participation in programming designed in response to students’ interests and concerns is associated with improved attitudes toward college.

Methods: A cohort of 16 neurodiverse students aged 14-21 (M = 16.4) will attend seven classroom sessions and two college visits in 2018-2019. In the online application for the program, students selected topics they were interested in learning about from a list of potential topics and wrote in additional topics of interest. Students also responded to an 18-item attitudes about college survey wherein they rated their agreement with statements about college (Table 1) and a 25-item college self-efficacy survey, rating their self-efficacy in different college-related domains (Table 2). At the end of the program, students will complete identical post-tests to assess potential improvements in attitudes toward college and self-efficacy associated with programming.

Results: In their applications, students expressed interest in learning about the following topics: how to choose a college/program that is right for you (100%/75%), essay writing (81.25%), time management (87.5%), and social situations (interacting with roommates/classmates, 81.25%). Students described college as an opportunity for exploration of self, interests, and social experiences through academic and career-oriented learning (Table 1). Students expressed significantly greater self-efficacy in academic relative to daily living (e.g., live independently, p=0.04), social (e.g., work with other students on coursework, p=0.04) and self-regulation domains (e.g., manage stress, p = .05; Table 2).

Conclusions: Based on analysis of pre-test data, CAP students have particular concerns about social situations, self-regulation and daily living skills in college, though some anticipated academic challenges. Consequently, the CAP curriculum focuses on self-understanding, career and college exploration, self-presentation skills (e.g., resume development, interviewing, personal statement writing), and daily living skills (e.g., time budgeting, developing routines). By developing programming in response to the needs and interests of diverse students, we aim to provide opportunities for them to learn from one another to promote self-efficacy and enable informed decision making about post-secondary options.