<p>Very positive story. [Autistic</a> Kids Learn To Survive, And Thrive, In College : NPR](<a href=“Autistic Kids Learn To Survive, And Thrive, In College : NPR”>Autistic Kids Learn To Survive, And Thrive, In College : NPR)</p>
<p>This is great.</p>
<p>Thierfeld-Brown and Wolf, who were interviewed in the article, were both speakers at a recent symposium hosted by Colorado State University on the needs of college students with autism, along with Temple Grandin, who is a professor at CSU and has autism herself (Grandin was the keynote speaker). More information on the symposium, some of the services available at CSU for students with autism, and a video of Grandin’s presentation can be found on the CSU website:</p>
<p>[Autism</a> Spectrum Disorders Symposium - Colorado State University](<a href=“University Events Calendar | Colorado State University”>University Events Calendar | Colorado State University)</p>
<p>[Temple</a> Grandin - Colorado State University](<a href=“Temple Grandin - CSU's One-of-a-Kind Mind”>Temple Grandin - CSU's One-of-a-Kind Mind)</p>
<p>I just finished watching the HBO movie about Temple Grandin’s life story (called “Temple Grandin”, available on DVD), and thought it was GREAT.</p>
<p>As much as I adore NPR, I would call it a lame piece that doesn’t speak to the largest problem: Executive Function Disorder. These very smart kids don’t crash and burn at college because they can’t hang out. They crash and burn because of Executive Function Disorder. </p>
<p>I clicked on the link of that college autism website and then clicked on college programs. Were there even 10 on the list of a population of thousands? The one program with which I am most familiar can serve 4 students at a time. In an extremely populous state, four students.</p>
<p>^That was how I felt as well. I feel like as autism awareness rises, especially on the higher end of the spectrum, people are apt to celebrate our ability… and then completely overlook the barren wasteland the college and “adult” world is for resources for people like me so that we can ever even USE that ability. I’m making it in college but it’s killing me and at any moment I am in danger of making a mistake that will lead to failing out. I am under so much pressure that I really doubt most students in my position would ever make it. I have to self-teach myself almost all the material and I have a nervous breakdown every exam season, I never sleep and I am constantly physically sick. And every day I wake up and it feels like the world is TRYING to render me useless to society, even though I am a very capable person and have a lot to contribute. Celebrate my abilities and the opportunities I have that I never would have had ten years ago, but please don’t romanticize the situation. This is an ugly, ugly problem and most autistic people do not have the wherewithal to thrive in the system as it is currently set up no matter how smart or capable we are-- they let us into the system now, so that’s a victory if you could call it that, but we are set up for failure from the beginning.</p>
<p>It’s important to be positive and to celebrate the small victories, but I just wanted to chime in that there is more to this than meets the eye.</p>
<p>I think “executive function disorder” is generally used to describe certain skill sets that are lacking in some people related to time/task/organizational management. Probably for kids who have trouble along these lines and haven’t learned to copy in HS there is a different and greater issue that colleges might address, maybe that’s why you didn’t see “executive function disorder” spelled out separately.</p>
<p>I think in the future EFD will be separate. My understanding is that when the DSM rule book is revised next year EFD will get its own code.</p>
<p>Some learning disabilities have an executive functioning component. My D2 has a non-verbal learning disability, and one of the areas where it manifests is organization. She literally has difficulty accessing/using the part of the brain that handles organization tasks. I am a little confused about the comment on “learning to copy in HS”, though, what does that have to do with executive function disorders?</p>
<p>I believe she meant learning to <em>cope</em> with EFD in HS.</p>
<p>LeftofPisa, I am not at all surprised this is a positive story. We all love those “feel good stories”. Bring in Temple Grandin and we have such hope that each kid with Asperger’s will find suitable work. Ha!!!</p>
<p>Kids who have Asperger’s enjoy what school offers: they know the routine and they love that regularity (i.e. classes always on Wednesdays at 10am). They know what they need to do well (show up, take tests, etc). They know all this in part because they have already had years of schooling. </p>
<p>But, what then? Those kids who can’t figure out what’s involved in office politics? Those with “an inability to hang out” are at a loss. It’s not school where kids with Asperger’s struggle, although it is indeed difficult (especially being on your own), it’s maneuvering in the office that’s the real challenge.</p>
<p>Most kids with Asperger’s are underemployed or out of work altogether. It’s not college that is worrisome; it’s what happens after that?</p>
<p>Oh my, never “rip” off a quick post on your way out the door…always a typo. Yes I definitely meant cope…</p>
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<p>My son was diagnosed with non-verbal learning disability (NVLD) too, but it’s not a DSM diagnosis. The DSM diagnosis for NVLD is Aspergers (for now).</p>
<p>Which is to say, NVLD is an autism spectrum condition. So no surprise that people with NVLD frequently have executive function problems: people on the autism spectrum frequently have executive function problems.</p>
<p>Parents that have replied to this posting. I hope you don’t feel that the public school system K12 is knows all their is about Aspergers and HFA. We as parents need to connect at our child’s college and force them to increase their awareness and support of our children. We are the experts on our kids and it doesn’t stop when they become adults. We started a private yahoo discussion board and are connecting parents 1 at a time into this group to support each other and establish a more Autistic friendly environment on our child’s campus. These colleges are not prepared for what is coming. They will not be without us better educating them and directing them to resource and programs that work to support our kids.</p>