School
The high school and college years can pose a number of challenges to young people with autism. These resources are designed to help make education transitions as successful as possible.
Search within School resources
Disabilities, Opportunities, Internetworking, and Technology (DO.IT)
Common forms of financial aid include grants, loans, work-study, and scholarships.
Read moreDistance Learning Social Story
This resource, developed by ASERT, provides a visual explanation of distance learning, also known as online learning or cyber school. This resource has been translated into Spanish, Chinese, Russian, and Arabic. An animated version is also available.
Read moreDream Partnership Website
The Mission of the D.R.E.A.M. Partnership is to develop a selection of post-secondary educational opportunities, including dormitory options, which lead to independent living and employment for students with intellectual disabilities in Pennsylvania.
Read moreDub-C Autism Program
West Chester University is proud to introduce the Dub-C Autism Program (D-CAP).
Read moreEarly Childhood Learning Centers and the ADA
This resource helps with understanding the Americans with Disabilities Act, or the ADA, in terms of Early Childhood Learning Centers.
Read moreEntitlement vs. Eligibility
This fact sheet provides an explanation of the difference between entitlement for services and eligibility for services. Available in English and Spanish.
Read moreExploring the Options of a Two- or Four-Year College
This fact sheet provides information for students with disabilities who would like to attend college.
Read moreExtended School Year Services
This guide contains a comprehensive compilation of documents that will provide direction, respond to questions, and guide parents and local education agencies in making determinations about ESY services.
Read moreFighting COVID-19 Misinformation
This resource provides information and resources for providers to support individuals and families who may come across misinformation related to COVID-19.
Read more
Formative Assessment: Monitoring the Progress of Students with Individualized Education Programs (IEPs)
Progress monitoring is the ongoing process of collecting and analyzing data to determine student progress toward attainment of educational goals. This fact sheet, available on the Pennsylvania Training and Technical Assistance Network's (PaTTAN's) website, outlines the seven steps of progress monitoring.
Read moreFunctional Behavioral Assessment
Functional Behavioral Assessment (FBA) is a student-centered team process used in instances when behavior negatively impacts a student’s learning or that of the student’s peers. Effective classroom management approaches based on FBA data and embedded within effective instructional design and delivery appropriately address the majority of behavioral issues occurring in classrooms. This brochure provides information about FBA.
Read moreGetting Accommodations at College: Tools for School
This resource provides tips and suggestions on how to request accommodations while in college if you are having trouble due to challenges from a mental health condition.
Read moreGetting Accommodations In College
This resource, developed by ASERT for ASDNext, provides tips and suggestions for individuals with disabilities who may need to request accommodations in college.
Read moreGoing Back to School: COVID-19
This video provides information for students going back to school during COVID-19. Hear recommendations from Jesse Northridge, LCSW on maintaining your mental health while getting back into school routines.
Read moreGoing to Middle School
Starting middle school is stressful for any student, but the process can be even more challenging for a student on the autism spectrum (ASD) and for his or her parents. Many things will be different. The school will probably be larger, the campus more confusing and the enrollment may be several times greater than in elementary school. The student likely will not know his or her new teachers and, in turn, the teachers might not know anything about the student. The aide, if one is needed and provided, may be a stranger. Many of the students will not know their classmate with ASD. Planning for the transition process will ideally begin several months before the actual transition occurs.
Read more