Learning skills for college success does not happen overnight. Each ITP (Individualized Transition Plan) takes time to create and work through; we suggest you begin this process during your student’s sophomore year in high school. If you haven’t begun and it’s your student’s senior year of high school already - don’t panic! We can help you too.

We begin by having you and your student complete a college transition survey. This gives us general information about where/what your student will study, how they plan to live at college, and what sorts of needs exist already.

After the survey is completed, we will sit down for a face to face meeting with you and your student. Please bring a copy of your current high school IEP to this meeting so we can see what sorts of needs and accommodations your student has had in place in the past. During this meeting, we will ask more specific questions and you will also have time to ask us about issues on your mind.

From both the survey and face to face meeting, we will build an ITP (Individualized Transition Plan) for your student. The ITP will help your student build skills so that they feel more confident, independent and successful in college. After the ITP is created, we will meet again to discuss the specifics of the ITP and the best way to implement it. As each ITP is unique, each implementation will also be unique. Transition success is an active process, not an overnight fix; this process takes anywhere from 3 months to 2 years to complete.

​Time Management 

  • Daily Schedule
  • Studying
  • Self Care

Self Advocacy

  • Asking for Help
  • Communicating with Instructors
  • Accommodations for Classes

Independent Living

  • Roommates
  • Navigating Campus
  • Laundry
  • Bus/Transportation
  • Social/Fun Planning

*The above list is just a selection of some of the areas TASC addresses. Each skill set is specifically tailored to your student through his or her ITP (Individualized Transition Plan)

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Transitioning Autistic Students to College

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"We tend as a society to be very interested in dealing with communication problems in children, to set them on a better path, but many times, resources dwindle when these children become young adults."

- Nan Ratner, Director of the University of Maryland Autism Research Consortium