Establishes the transitional pathway program for students in higher education at SUNY and CUNY schools with autism spectrum disorder to encourage accessibility and inclusivity in higher education for students with autism spectrum disorder; makes related provisions.
NEW YORK STATE ASSEMBLY MEMORANDUM IN SUPPORT OF LEGISLATION submitted in accordance with Assembly Rule III, Sec 1(f)
BILL NUMBER: A9540
SPONSOR: Santabarbara TITLE OF BILL:
An act to amend the education law, in relation to establishing the tran-
sitional pathway program for students in higher education with autism
spectrum disorder
PURPOSE::
The purpose of this legislation is to encourage CUNY and SUNY schools to
establish transitional pathway programs to support the enrollment and
matriculation of students with autism spectrum disorder.
SUMMARY OF PROVISIONS::
Section 1. The education law is amended by adding a new section 355-f
establishing a transitional pathway program for individuals with autism
spectrum disorder in the SUNY school system.
Section 2. The education law is amended by adding a new section 6235
establishing a transitional pathway program for individuals with autism
spectrum disorder in the CONY school system.
Section 3. Establishes the enacting clause.
JUSTIFICATION::
Historically, students with Autism Spectrum Disorder (ASD) have experi-
enced greater difficulty enrolling in and graduating from traditional
colleges and universities. Unlike high school protocols involving Indi-
vidual Education Plans (IEP's) with tailored individualized support,
most college universities are not properly equipped to provide transi-
tional support for students with ASD as they matriculate.
While students with ASD can request accommodations pursuant to the Amer-
ican Disabilities Act and section 504 of the Rehabilitation Act as well
as school policy for extended time on exams and deadlines, it is well
known their needs far exceed the classroom. The process of transitioning
from high school to college is difficult as is and as such this transi-
tion is amplified for students with ASD hoping for an enriching and
holistic education experience. The program outlined in this section-in-
cludes several mechanisms to specifically support students with ASD
academically and socially including the designation of low-stimulating
areas on campus for students to build community and connect, requesting
the accommodations they need, providing up-to-date materials on existing
resources and prompt schools to review protocols and procedures for
potential amendment. This legislation aims to bring awareness to the
issue as many colleges and universities begin to address this gap and
provide a foundational framework for implementation.
PRIOR LEGISLATIVE HISTORY::
New Bill.
FISCAL IMPLICATIONS::
TBD
EFFECTIVE DATE::
This act shall take effect on the first of July next succeeding the date
on which it shall have become a law.
STATE OF NEW YORK
________________________________________________________________________
9540
IN ASSEMBLY
January 14, 2026
___________
Introduced by M. of A. SANTABARBARA -- read once and referred to the
Committee on Higher Education
AN ACT to amend the education law, in relation to establishing the tran-
sitional pathway program for students in higher education with autism
spectrum disorder
The People of the State of New York, represented in Senate and Assem-bly, do enact as follows:
1 Section 1. The education law is amended by adding a new section 355-f
2 to read as follows:
3 § 355-f. Establishment of a transitional pathway program. A transi-
4 tional pathway program may be created to encourage accessibility and
5 inclusivity in higher education for students with autism spectrum disor-
6 der. The state university may establish such program through the state
7 university office of disabilities, the office of university life and
8 other relevant departments. Such transitional pathway program may
9 include but not be limited to:
10 (a) the creation of a peer-support program with the special education,
11 psychology, social work, or other relevant department that would assign
12 a peer or trained mentor to a student with autism spectrum disorder to
13 provide academic support, social guidance and assistance with accommo-
14 dations. Such peer-support program may further include a plan to gradu-
15 ally increase independence as the student matriculates;
16 (b) the provision of accommodation policies and resources for students
17 with disabilities, particularly students with autism spectrum disorder,
18 via the school website and within application and orientation materials
19 for all current and prospective students;
20 (c) a separate orientation held for students with autism spectrum
21 disorder;
22 (d) the training of faculty and staff on school accommodation poli-
23 cies, procedures and best practices to assist students with autism spec-
24 trum disorder;
25 (e) an evaluation of current accommodation policies and procedures to
26 ensure legal compliance and assess if such considers the abilities and
27 limitations of students with autism spectrum disorder and modify if
EXPLANATION--Matter in italics (underscored) is new; matter in brackets
[] is old law to be omitted.
LBD02760-01-5
A. 9540 2
1 needed. This may further include the establishment of protocol for the
2 parents and guardians of students with autism spectrum disorder to
3 provide assistance to the student as such student matriculates; and
4 (f) a mechanism for students with autism spectrum disorder to build
5 community and support each other which may include the provision of
6 quiet, low-stimulating areas on campus.
7 § 2. The education law is amended by adding a new section 6235 to read
8 as follows:
9 § 6235. Establishment of a transitional pathway program. A transi-
10 tional pathway program may be created to encourage accessibility and
11 inclusivity in higher education for students with autism spectrum disor-
12 der. The city university may establish such program through the city
13 university office of disabilities, the office of university life and
14 other relevant departments. Such transitional pathway program may
15 include but not be limited to:
16 (a) the creation of a peer-support program with the special education,
17 psychology, social work, or other relevant department that would assign
18 a peer or trained mentor to a student with autism spectrum disorder to
19 provide academic support, social guidance and assistance with accommo-
20 dations. Such peer-support program may further include a plan to gradu-
21 ally increase independence as the student matriculates;
22 (b) the provision of accommodation policies and resources for students
23 with disabilities, particularly students with autism spectrum disorder,
24 via the school website and within application and orientation materials
25 for all current and prospective students;
26 (c) a separate orientation held for students with autism spectrum
27 disorder;
28 (d) the training of faculty and staff on school accommodation poli-
29 cies, procedures and best practices to assist students with autism spec-
30 trum disorder;
31 (e) an evaluation of current accommodation policies and procedures to
32 ensure legal compliance and assess if such considers the abilities and
33 limitations of students with autism spectrum disorder and modify if
34 needed. This may further include the establishment of protocol for the
35 parents and guardians of students with autism spectrum disorder to
36 provide assistance to the student as such student matriculates; and
37 (f) a mechanism for students with autism spectrum disorder to build
38 community and support each other which may include the provision of
39 quiet, low-stimulating areas on campus.
40 § 3. This act shall take effect on the first of July next succeeding
41 the date on which it shall have become a law.
