Educational Planning Critical for Student Success after High School

Over the next decade, an estimated 707,000 to 1,116,000 teens with autism will transition out of high school. If trends continue, their participation in post-secondary education or paid employment will be significantly lower than those of their typical peers, or even those with learning disabilities.*

  • 36% of young adults with autism enroll in post-secondary education following high school, compared to 62% of their typical peers and even 55% of young adults with learning disabilities.
  • 58% of young adults with autism have held community employment, the majority of which were part-time and low-paying jobs. Again, this is significantly lower than even the 95% employment rate among young adults with learning disabilities.

Linden Grove School is encouraged by the increasing array of programs and supports to help teens with autism transition to post-secondary education, meaningful employment, and/or housing and residential supports. To truly help young adults achieve their personal goals whatever they might be, requires increased emphasis on educational programs and supports for school-age children.

Educational planning for students with autism often addresses a wide range of skill development including academics, language and communication, social skills, behavior, and more. No one program or approach is ideal for all students with autism; families should explore and learn about different options and choose the one they feel is most appropriate.

Once the option for education has been determined, a positive relationship between parents and professionals increases student success. Parents should share with educators their expectations, as well as methods and motivations that work at home; teachers and other professionals similarly share information on their expectations and needs, as well as insights and ideas. Open communication between parents and professionals can lead to more effective goal-setting and evaluation of a student’s progress. 

 

*See studies from the A.J. Drexel Autism Institute, National Center for Special Education Research, and American Academy of Pediatrics.

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