Exceptional Children, Ahead of Print.
This study leverages the Texas Statewide Longitudinal Data System to examine the characteristics of community college students with non-apparent disabilities who access disability accommodations, including students with learning disabilities (LD), other health impairments (OHI), emotional and behavioral disorders (EBD), and autism spectrum disorder (ASD). Additionally, it explores the association between accessing accommodations, the timing of initial access, and the completion of certificates, associate degrees, and vertical transfers. The analysis includes eight cohorts of students who graduated from Texas public high schools between the 2006–2007 and 2013–2014 academic years, representing approximately 28,840 students. Findings reveal that students with LD and OHI consistently show a higher likelihood of degree completion and vertical transfers when they access accommodations, regardless of which semester these supports are initially accessed. Conversely, no significant association exists between accessing accommodations and completion outcomes for students with EBD. For students with ASD, those who delay accessing accommodations until their fourth semester or beyond are less likely to complete a degree or transfer. The findings underscore the need for timely and appropriate accommodations to support academic success and highlight the importance of policies and practices that ensure equitable access to these supports.

Exceptional Children, Ahead of Print.
Over recent decades, there has been a significant increase in postsecondary STEM education among autistic individuals. Using data from the High School Longitudinal Study of 2009, this study examined the STEM pathways of autistic students, emphasizing key determinants like proximal context, self-efficacy, and outcome expectations within the framework of social cognitive theory. The results revealed that despite a lower college attendance rate, autistic students displayed a pronounced inclination for STEM majors, particularly in the fields of science, engineering, and mathematics. Notably, autistic students who pursue higher education tend to exhibit increased levels of self-efficacy and anticipate more positive outcomes within STEM disciplines. However, the levels of both constructs in mathematics had decreased by the 11th grade. Nonetheless, STEM self-efficacy played a significant role in influencing outcome expectations and major choices, with this relationship being more pronounced among autistic students. For autistic students, their choice of a STEM major was influenced by their self-efficacy, as well as factors like race and gender. On the other hand, for non-autistic students, their proximal context was an additional determinant in their decision. Insights gained from this research can inform educational strategies aimed at facilitating the participation of autistic individuals in postsecondary STEM education and related career paths.