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Looking for guidance

Possum

Hi

My partner and I have a 17 year old who is high functioning enough to be considering uni next year. Good points - polite, well spoken, industrious (obsessive), caring, doing very well at college, can navigate on public transport and do most domestic tasks - cooking, cleaning, shopping. Areas for improvement - social connection (no friends), no experience of handling bank accounts, lack of interest in typical teen activities and naive in some of these areas, obsessive interest in one thing, generally anxious, inability to 'fit in' (and knows it), finds other people a bit of a mystery!

Does anyone have experience of launching a relatively high-functioning person to tertiary education or know organisations that do?

Ideally I'm looking to get them up to speed in all areas - health, emergencies, social life, finance etc so by the time they go, we can have some confidence they won't have too much of a melt down and can complete a degree and forge a happy life.

Thanks for any pointers...

Parents

  • Thanks Longman, for taking the time and trouble to reply extensively. We're looking at a modular set up without any exams, which will be good for our youngster. What you say about more directed work and closer communications with the tutors will actually work in our favour as she is obsessively keen on getting everything done 'perfectly' and in on time. Never misses a deadline for an assignment (even if working all night, much to our horror). Used to uploading and downloading work online and using email and the net, so that would be good. I can't imagine ours wouldn't give us feedback on how things were going but some things get 'lost in translation'. Is there a scenario where a student could give their permission for feedback once a term say, so we'd get more of a picture?

    At the end of the day it's maybe not going to be that different from anyone else going to uni. Do our best, support where we can and just deal with more angst and fallout about the change of scene and routine.

    I note you have to 'prove' a 'disability' in order to obtain some support from the university's disability people? Would a SEN from secondary school count? After 16, of course, there hasn't been anything, except some kind of assessment in the lower 6th which just noted 'ASD'.

    Thanks again.

Reply

  • Thanks Longman, for taking the time and trouble to reply extensively. We're looking at a modular set up without any exams, which will be good for our youngster. What you say about more directed work and closer communications with the tutors will actually work in our favour as she is obsessively keen on getting everything done 'perfectly' and in on time. Never misses a deadline for an assignment (even if working all night, much to our horror). Used to uploading and downloading work online and using email and the net, so that would be good. I can't imagine ours wouldn't give us feedback on how things were going but some things get 'lost in translation'. Is there a scenario where a student could give their permission for feedback once a term say, so we'd get more of a picture?

    At the end of the day it's maybe not going to be that different from anyone else going to uni. Do our best, support where we can and just deal with more angst and fallout about the change of scene and routine.

    I note you have to 'prove' a 'disability' in order to obtain some support from the university's disability people? Would a SEN from secondary school count? After 16, of course, there hasn't been anything, except some kind of assessment in the lower 6th which just noted 'ASD'.

    Thanks again.

Children
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