A Parent’s Guide to Smooth Transitions with Spectrum Transition Coaching’s Beth Felsen
Episode at a glance: In this conversation, host Frances Shefter asks the big question many families face: “What happens after the IEP?” Guest Beth Felsen—autism specialist, parent of an autistic young adult, and founder of Spectrum Transition Coaching—walks us through what changes after high school, how to prepare before graduation, and what supports truly help autistic and other neurodivergent students thrive in college, training programs, or first jobs.
IDEA Ends, ADA Begins: Why the Rules Change After High School
In K–12: the IEP (and sometimes a 504 plan) is grounded in IDEA, which requires schools to provide FAPE—free appropriate public education—through specialized instruction and services.
After K–12 (diploma or aging out): IDEA no longer applies. Instead, students fall under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. The focus shifts from entitlement to equal access.
What that means in college or vocational programs:
- You can get accommodations, not modifications.
- The goal is access to learning, not guaranteed educational benefit.
- You’ll see things like extended test time, reduced-distraction testing rooms, or housing accommodations—but flexible attendance and “turn-it-in-whenever” deadlines usually won’t fly.
- Accommodations must be requested in advance—a tough lift for students with executive function challenges, which is why prep matters.
The Parent’s Role Shrinks—and the Student’s Voice Matters
Frances underscores a shocker for many families: once a student turns 18, privacy laws limit parent access. Even with a waiver, the student must be the driver:
- They contact Disability Services, submit documentation, schedule meetings, and email professors.
- They request extensions (ahead of time), ask questions, and follow through.
Beth’s advice: practice self-advocacy and communication skills early, while the IEP team and family can still model, coach, and scaffold.
Transition Planning: The Most Neglected Part of the IEP
Both Frances and Beth agree: transition planning is often an afterthought—and that’s a miss. Good transition planning starts by 10th grade (earlier is better) and becomes the bridge from IDEA to ADA.
What meaningful transition plans include:
- Specific, measurable goals (not “will explore options”).
- Skill-building for independence: email use, scheduling, meeting requests, refilling prescriptions, budgeting basics.
- Executive function routines: breaking long tasks into steps, using calendars/to-do systems, setting alarms, and checking email daily (especially that new .edu account).
- Self-advocacy scripts: how to describe your disability, request accommodations, and follow up respectfully.
A smart strategy Beth loves: start fading supports in high school (with intention and safety nets). Gradually shift responsibility to the student so college isn’t a cold plunge.
Life Skills at Home: Confidence Before College
Not everything belongs in the IEP. Beth encourages families to build day-to-day competence early:
- Laundry, dishes, room upkeep, cooking basics, grocery lists, and pet care build ownership and time sense.
- Use a family mantra like “have-to before want-to” to teach prioritization and time management.
- Practice natural consequences and choice-making (“Your body, your choice—but no shower means no ride in my car today.”)
- Celebrate mistakes as data. A stumble should be a pebble, not a boulder. Resilience is the goal.
Executive Function & the “Long Runway”
Neurodivergent brains often develop social-emotional and planning skills on a delayed timeline. Translation: start earlier, scaffold longer, repeat often.
Beth’s framing—give students a long runway—reduces panic later. The earlier you practice emailing professors, managing due dates, and balancing social life with sleep and study, the steadier the first college term will feel.
College Fit > College Fame
Frances asks the question every family should: “Do you want a school everyone knows—or a school where you’ll succeed?”
Beth’s take:
- Fit beats prestige. Smaller programs or regional schools might offer the right supports.
- Call Disability/Student Support Services before you apply. If it’s hard to find that office on the website, that’s a red flag. Ask how they handle your student’s profile in general terms.
- Consider distance from home. For mental health, medical needs, or simply a steadier launch, being 45–60 minutes away can be perfect.
- Community college is a strong option for many: a lighter lift on independence + real academics + time to build the habits college demands.
- Homeschoolers are increasingly welcomed; colleges now know how to evaluate nontraditional transcripts and recommendations.
Careers Start in High School: Don’t Wait to Connect the Dots
A frequent trap: majoring solely in an area of interest (say, history) without any career mapping.
Better approach:
- Integrate career and vocational assessments in high school.
- Reverse engineer from possible roles (e.g., museum collections, archives, policy research) back to courses, internships, and skills you’ll need.
- Expect multiple pathways to the same goal. Flexibility helps students avoid all-or-nothing thinking.
What Students Should Practice Now (Quick List)
- Using official email daily and responding professionally.
- Filing accommodation requests early and tracking deadlines.
- Booking appointments (Disability Services, advising, counseling, career center).
- Syllabus scanning: pull due dates into a calendar and break big tasks into weekly steps.
- Attendance discipline: know policies; plan bedtime before early classes.
- Self-advocacy: one-paragraph description of needs + specific asks.
- Campus resource “map”: know where to go for academics, health, mental health, and housing issues.
Resource Highlight: College Autism Network
Beth points families to the College Autism Network (CAN), which maintains an up-to-date list of colleges with autism support programs that you can sort and filter. It’s a great starting point when you’re building a balanced college list and comparing supports.
Summer Programs: A Low-Risk Test Drive for College Skills
Beth is hosting a free, virtual Summer Program Expo on November 9.
What you’ll get:
- Brief presentations from nine providers (representing ~12 programs) designed for neurodivergent high school students, often with on-campus living components.
- Live Q&A breakout rooms with program representatives.
- A PDF guide with program details, deadlines, and links for follow-up.
Why it matters: Summer bridge programs let students practice independence, time management, and self-advocacy before grades count. Think of it as a flight simulator for freshman year.
(Registration link will be in the show notes; you can also find it via Spectrum Transition Coaching’s website.)
How to Reach Beth
Spectrum Transition Coaching works virtually nationwide with autistic and other neurodivergent high schoolers, college students, and young adults.
- Search for “Spectrum Transition Coaching” to find the site.
- Use the consultation form to schedule a call or join the mailing list for updates and events (like the November 9 expo).
Frances’ Takeaway
Frances emphasizes that schools should personalize transition plans—but families can’t assume it’s happening. Start early, fade supports on purpose, and practice independence at home. The goal isn’t just getting into college; it’s staying, growing, and graduating—on a timeline that fits your student.
Key Takeaways to Share with Your Village
- IDEA ends after high school; ADA begins. Expect access-focused accommodations, not modifications.
- Students must lead. Practice self-advocacy and email/scheduling skills before graduation.
- Transition plans matter. Start by 10th grade with real, measurable goals.
- Life skills = academic success. Laundry, budgeting, routines, and sleep are college skills.
- Fit beats fame. Choose schools for supports, structure, and culture—not the name.
- Try a summer program. It’s the safest way to test-drive college independence.
If this episode helped, share it with another parent or educator in your circle. You’re building a long runway—and your student doesn’t have to do it alone.
Check out Beths’ website here: https://spectrumtransitioncoaching.com/
For the summer program expo, click here: https://www.spectrumcourses.com/products/live_events/summer-program-expo?utm_source=colleagues
