Coaching is a Key Tool for Students with Autism

This April, for the second year, organizations such as the Association of University Center on Disabilities has shifted from the word "Awareness" to the word "Acceptance" (read more from the AUCD about Autism Acceptance Month at this link). Leaders in the autism community have emphasized the importance of moving beyond simply being aware to actively accepting, and celebrating, individuals on the autism spectrum and the gifts of their neurodiversity. 

Support programs for college students on the autism spectrum are growing (see research featured on the College Autism Network site). Coaching, with its focus on engaging the whole student, promoting a no-judgment space, and strengthening self-efficacy and self-directed learning, is a natural fit for students on the autism spectrum and may be integrated into the wraparound services offered by autism support programs (Rutgers University-New Brunswick is a notable example). Coaches working with students with autism may need to adjust in unexpected ways. If you are coaching students in this population, you may benefit from asking yourself some powerful questions:

• What assumptions am I making that may hinder my effectiveness with this student? (Students with autism vary greatly -- as the saying goes: "If you've met one student with autism, you've met one student with autism.")

• How can I release my own expectations and let the student drive the agenda?

• What cues from this student let me know that I'm connecting?

• Who at the institution can help me learn more about how to support students in this population?

• How can I shift my definition of success to align with this student and their experience?

Increase your ability to meet each student where they are with a

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