Advertise on podcast: Autism Goes To College

Myles has already been accepted to 10 colleges—and as an autistic student, having real options feels both exciting and overwhelming. A drummer who plans to major in Music or Art History, Myles cast a wide net across the country, looking for schools with strong programs in his interests and meaningful supports for students on the autism spectrum. His list includes: Trinity University (San Antonio, TX)University of Puget Sound (Tacoma, WA)Loyola University Chicago (Chicago, IL)Marquette University (Milwaukee, WI)Whitman College (Walla Walla, WA)Wheaton College (Massachusetts)Drexel University (Philadelphia, PA) …and more.But now comes the hard part: choosing. Myles lives in Los Angeles and has realized he’s not thrilled about the idea of a long, cold winter—plus there are a dozen other factors that matter when you’re picking a school that truly fits. In this episode of Autism Goes to College, Myles breaks down: ✅ How he built his college list (and what he prioritized) ✅ What “support” actually means when you’re comparing schools ✅ How he’ll make the final decision once all offers are in ✅ What he’d do differently if he could start over If you’re an autistic student (or a parent) navigating college admissions, this conversation is a practical look at what it’s really like to weigh multiple acceptances and find the right next step. Listen now and tell us in the comments: What matters most to you when choosing a college—program strength, location, supports, campus vibe, or something else? Support the show

Blake and Ishaan are loving life on campus, taking classes and working at internship jobs. Both are part of the UCDavis Redwood SEED Scholar program, which supports California students (ages 18-23) on the spectrum (and with other learning differences) who want a full college experience. For Blake, now a third-year student, that includes the program's foundational classes in math and language arts, plus a choice of classes from all that's offered across UCDavis. One of his faves so far: a quarter spent learning about the geology of national parks. Plus, Blake has two very different internships-  take a listen to hear more. Ishaan also feels the program is a perfect match for him. Now in his second year, Ishaan enjoyed dorm life from the start. He is super involved with his internship supporting the volleyball teams. Academically, Ishaan has chosen a mix of classes and appreciates the peer mentors and tutors. These guys can't say enough great things about the whole experience- take a listen to hear more! Support the show

Lindsey W. is killing it in her classes. She’s now a junior at Appalachian State in Boone, NC, and has a few strategies helping her tackle the more intense coursework in her major, communication sciences. Neuroanatomy and physiology aren’t easy, but she’s doing it. She’s made friends in her classes and joined study groups, and continues to go to her professors’ office hours. She’s also part of Christian intervarsity bible studies and has become active in the neurodiversity club, now that the group is now growing and taking on some projects she cares about. Take a listen to how Lindsey continues to thrive, and she starts to think about what comes after graduation. Support the show

This fall there's been a firehose of autism news --  stirring up old controversies, confusing parents and families, impacting students on the spectrum now at college, and even challenging autism researchers. In this special episode, host Katharine O'Brien talks with Dr. Katherine Meltzoff, professor of education at UCRiverside and director of the SEARCH Family Autism Resource Center about how teaching and learning about autism is being impacted and how students on the spectrum are faring. Big picture, one possible outcome could be a re-segmenting the autism spectrum.  Support the show

Both Jasmine and Aniella graduated from UCRiverside and found jobs pretty quickly doing what they hoped to do. For Jasmine, putting her engineering degree to work on a project with the California Department of Transportation was a dream job, while Aniella still feels lucky to be working in the entertainment industry in LA. But after a few years in the work world, both decided to go back for more schooling, part time. In this episode they talk with host Katharine O'Brien (a Phd student with autism) about why they decided to go back for more school, what's different about grad school, and how they each hope the investment in an added credential could help them meet future goals. Interested in Antarctica and tips on time management? This ep has it all. Support the show

Peri begins her junior year at UCLA this fall quarter, and she's back to tell the story of her decision to transfer from a small liberal arts college in the northeast to a big public university much closer to home. UCLA is the most applied-to school in the country. So how did she do it? And why? In this episode, Peri talks about her decision to leave Hamilton, how it went taking classes at Santa Monica Community College for a couple of years, and how she chose four schools, all closer to home, as targets for her transfer. Peri discusses finding her strengths, overcoming struggles, and offers insights on what works for her as a student on the spectrum. Support the show

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.  Support the show

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. Support the show

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. Support the show

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. Support the show

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.  Support the show

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. Support the show

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.  Support the show

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.  Support the show

Meet Dr. Naz Zerka. He's a therapist who meets with students on campus at Purdue University in West Lafayette, Indiana - a college well known for its prestigious engineering school and other STEM programs, which means there's a steady flow of students on the spectrum who wind up seeking guidance. Naz says some of the students who find their way to his office are aware they have autism, or may, others come looking for help because of other challenges and, after using some screening tools, begin to understand that their struggles may be linked by the single diagnosis of autism. Naz knows this path because he was on it. He was undiagnosed and put into special ed programs as a child. He made it to college because he was great at math and science and got a football scholarship. But he had a hard time as an undergrad and was still struggling with reading comprehension, writing and time management in grad school. Mentors helped him find the right supports to keep him on a path to success. Today Naz has a doctorate in social work, but says his best credential is his lived experience as a kid on the spectrum growing up in communities of color in Flint and Saginaw, Michigan. Real talk from a counselor who's been there.  Support the show