When Jose Perez finished high school in Massachusetts, he took the advice of counselors who advised him to check out the range of opportunities at his local community college. He says it's been all good - Jose has taken courses towards certification to become an educational paraprofessional, some music classes, an ASL course, and participates in several campus organizations and clubs, including the student senate. He's also dedicated to working with campus police on de-escalation techniques, as he himself experienced improper treatment when hospitalized. Jose has been enrolled in classes at HCC for a few years and takes the paratransit to campus, something he learned to do after the pandemic. Now he's looking forward to getting his certification so he can help students in the same transition program he used when charting a path from high school to vocational training. He's joined on this episode by Rebecca Leporati, a counselor at HCC, who explains the scope of degree and non-degree options for community college students.

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Tony Yau shared every twist and turn in his college career with the Autism Goes to College audience. From his first semester at the University of Oregon to a re-orienting stopover at community college and on to St. Mary's, Tony's been generous with his candid takes on college life. Some of his insights: Don't over do it with DoorDash, don't hesitate to switch majors, or, even colleges. Because what Tony reveals in this final episode of his undergrad experience is that once you're in the right place studying something you care about, it can all flow a lot better. Oh yeah, and he definitely did not like the wrap around support dorm for neurodivergent students. He likes his decompression and down time, so an off campus solo apartment made all the difference. And now, he has his degree. Hear about Tony's internship, and what's next on this episode.

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In this special edition ep, Autism Goes to College goes to college with this live event taping recorded at UCLA. Two students, Jenny M. and Danny N. share their stories of navigating from community college to UCLA with our host, Katharine O'Brien. Insights include hacks and how-tos for transfer students, accessing evaluations and accommodations, and how mental health counseling might make all the difference. Bonus: Ryan Neale returns with an update on how it's going as he heads into his junior year, and the latest developments with the student self-advocacy and social space he founded on campus, the Bruin Neurodiversity Collective. Have you heard of body doubling? You probably want to know about this.

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L chose a college experience that started out at the liberal arts-focused, smaller Oxford College campus of Emory University. Coming from a small school in Savannah, it was a choice that felt like a great fit for a lot of reasons. Smaller class sizes, a smaller student body, and less chaotic than the giant campus and Atlanta scene that are part of a typical Emory experience. Academically, L found it ideal. But still, some aspects of college life were hard to navigate. And she continued to struggle with a familiar difficulty: initiating relationships. Listening to a friend talk about similar challenges during her freshman and sophomore years, L started to learn something about herself: maybe... I'm autistic? At first, she says, that seemed unlikely. But the more L listened and learned, the more she felt like, actually, this might explain a lot. So, she decided to get evaluated. L tells her story about getting into college, not even considering looking for a school with accommodations and leaving college better prepared for the road ahead with both her degree and a much greater understanding of who she is.

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The number of neurodivergent students in college keeps rising. Around 20% of college students have diagnosed or undiagnosed autism, ADHD, dyslexia or some other processing or neurological difference, according to expert estimates. But very few campuses provide faculty with training in how to meet the learning needs of these students in their classrooms. NeuroPrep, an online course for college instructors, fills that gap. We'll hear from the creators of the course and two professors who say even if you think you know, there's plenty to learn about how to serve all students. Best answer: Ask students what they need, be aware of invisible challenges, accommodate everyone in class with extra time, and adjust your teaching style as needed.

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When Dom transferred to Bridgewater State in Bridgewater, MA. from a community college, he shared on an earlier episode of the pod that he planned to move into the dorms after a semester. Instead, he ultimately decided to continue commuting- both to save some money and enjoy the support of his parents. But Dom is deeply involved with campus life. He became an Orientation Leader (which did include a stint of dorm living), he works with campus programming, and is now drawing on his own experiences to help create an internship program to ensure that inclusion in campus organizations is not just integration, but more meaningful.

On track to graduate next year, Dom is a communications disorders major. He says professors have been helpful, accommodations have been flexible over the years, but he's found a couple of the classes challenging enough to retake them for a better grade as he'd like to graduate with honors. Dom's a music minor, plays in multiple student groups, and says he's usually on campus six days a week, because there is always something happening at BSU, and he doesn't want to miss out.

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Expectations may vary. Some students on the spectrum find that community college is a good next step. Many want to take a gap year, get some work experience or travel. Others are eager to head off to a four year college. Neurodivergent neurodiversity education advocate Amanda Morin says the time to start talking about post- high school transition planning is early. Because what a student wants and expects to do after high school may not be aligned with parents' expectations, and that means talking it through. Morin also says it's important to remember there are no IEPs in college, and after turning 18, the student legally becomes their own advocate. Insights and strategies for setting off on the road ahead.

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River loves the varied and welcoming communities across campus and has found a home in many creative spaces at Wesleyan, including dance and a literary society. But freshman year was also a time of confronting their learning style, and navigating the structural conventions that pre-med students face. They negotiated successfully with some professors to modify testing formats, and earned top grades, but the experience prompted deep reflection, and ultimately River decided to approach the sciences differently, and that has made all the difference. Hear more about how River navigated the early days - from the sometimes exhausting "mandatory fun" of orientation to settling into the dorm, and some surprising insights about affinity groups.

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