Date of Graduation

Summer 2026

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Transformative Education and Social Change

Committee Chairperson

John Elmore, Ph.D

Committee Member

Jason Wozniak, Ph.D

Committee Member

Dana Morrison, Ph.D

Abstract

This thesis examines the challenges autistic individuals face after graduating from the school system, a transition often marked by a sudden loss of structured support. During school aged years, students are guaranteed services such as individualized education programs (IEPs), therapies, and transition planning through age 21 or 22. However, once these protections end, many autistic adults encounter what is commonly referred to as the “service cliff,” where access to essential supports becomes limited, inconsistent, or entirely unavailable.

The absence of adult services creates significant barriers in areas such as employment, housing, healthcare, and community integration. Many individuals who relied on school-based supports struggle to navigate complex adult service systems that often require strict eligibility criteria,  leaving those with substantial needs without assistance. This not only impacts autistic individuals quality of life but also places increased emotional and financial strain on families who must fill the void left by public systems.

By exploring these issues and real-life consequences of aging out of school-based services, this thesis highlights the urgent need for more accessible, continuous, and needs-based support systems. Addressing this by offering examples and possible solutions to help support autistic individuals, their families, and local communities.

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