H.O.W.L. Transition Program

The H.O.W.L. Program at A-State gives students with intellectual or developmental disabilities and/or autism a chance to be part of college life. Students get support with things like making friends, planning careers, learning independent living skills, and academics. The program helps students grow, reach their goals, and feel confident in a welcoming and inclusive environment.

Along with the traditional A-State experience, we offer unique services designed to help each student thrive both in and out of the classroom.

H.O.W.L students and staff pose for a photo.

Academics

Each student follows a personalized academic plan based on their career goals and interests. With support from academic coaches and mentors, students are encouraged to take part in classes, campus activities, and social events.

Career Planning

Students explore career options and gain experience through supported internships. They build portfolios, practice interview skills, and get help with resumes, all with guidance from mentors and graduate students.

Teacher teaching H.O.W.L. student how to cut fruit.

Independent Living

H.O.W.L. mentors help students adjust to life at A-State by building everyday skills like budgeting, managing money, and living independently. These tools support a smoother transition from home to campus life.

Two H.O.W.L. students learning how to make peanut butter and jelly sandwiches.

Mentoring

Students may have one or more mentors to support them in academics, daily life, and independent living. Mentors can include staff or faculty members who meet with students regularly to help them stay on track and reach their goals.

Two H.O.W.L. Transition Program Students giving Wolves Up.

Social Skills

Students have access to trained professionals who help them work toward personal goals in social, emotional, and behavioral development. Support is available in both planned sessions and informal settings.

Learning at A-State

H.O.W.L. Transition Program students attend classes on the main A-State campus in Jonesboro, Arkansas. They have access to the same academic services, student resources, and campus events as all other students.

By the time they finish the program, students will be better prepared to enter the workforce in their communities. They will gain important skills like how to work with others, follow job expectations, and build professional experience. Core classes help students learn what they need to succeed in today’s job market.

Gainful Employment

Students who complete the H.O.W.L. Transition Program will be better prepared for the workforce. They’ll learn how to search for jobs, understand workplace expectations, and build skills related to their chosen career path.

Socialization

By taking part in a fully inclusive college experience, students will develop strong interpersonal skills. These skills will help them build relationships and succeed both socially and professionally.

Self-Esteem

Earning the H.O.W.L. to Independence Certificate of Achievement helps students build confidence and a stronger sense of self-worth. With support from mentors, advisors, and staff, students grow more independent throughout the program, both on campus and in everyday life.

Life on campus is all about connection and growth. Our program ensures that every student feels supported, included, and empowered to make the most of college life.

Two H.O.W.L. students taking a selfie together.

Student Life

H.O.W.L. students take regular A-State courses alongside other students, giving them a full college experience. They can join campus events, clubs, and activities while learning important life skills like self-advocacy and independence. Peer mentors and ADA accommodations help create an inclusive environment where everyone is supported and valued.

Student at an Access and Accommodations table event with poster about Down Syndrome.

Mentoring System

The H.O.W.L. Transition Program uses peer mentors to help students in class and around campus. These mentors support students as they build independence and confidence. Each student gets academic guidance from A-State advisors and trained H.O.W.L. staff. Their schedule includes core classes and electives based on their interests and goals.

H.O.W.L. Certificate of Achievement Minimum Requirements

Satisfactory Academic Progress

Satisfactory Academic Progress (SAP) will be determined using a person-centered planning approach. For ASD students who are enrolled in their degree coursework for credit, satisfactory progress will be determined by satisfactory grade point average (GPA), as required for all students of a 2.0 GPA, plus satisfactory performance in work internships (with a rating of at least “Expected Progress” on their internship goals). For students who are enrolled in their classes on an audit basis, the goals will be determined and agreed upon for each student through the collaboration of the student, the student’s professors, and the campus coordinator staff. A rubric will be used to identify and quantify the student’s goals and progress for each course.

Certificate of Achievement

To obtain a H.O.W.L. Certificate of Achievement, a student must complete the following minimum requirements.

48 Hours of Coursework – either taken for credit or audited. If courses are audited, modified assignments tied to both course content and specific career and or life goals must be included. Course of study (48-hour program) will be individually determined in relation to student goals. For students who are auditing, satisfactory academic progress will be measured by performance on individually modified assignments. HOWL professional staff will work in collaboration with course instructors to modify course assignments, so as not to create additional responsibilities for faculty.
Minimum of two supervised internships related to career goal. Internships can be paid or non-paid.
Student portfolio of accomplishments is required for completion of HOWL. Portfolio will include examples of assignments or projects for courses taken for credit; modified course assignments or projects for audited classes; examples of skills obtained through internships; and may also include examples of leadership or service learning activities on campus or in the community, extra-curricular involvement, etc.

Estimated Costs

The following table is an estimate of the annual cost of the H.O.W.L. Transition Program. Other fees may apply. For full updated A-State tuition and fees visit the tuition and fees page.

empty table header	Cost
Tuition	$1,890.00
Fees	$812.00
Housing	$2,550.00
Meals	$1,670.00
Incidentals	$900.00
H.O.W.L. Fee	$5,000.00 (per semester)
TOTAL	$12,822.00

Eligibility

Candidate Requirements

To be eligible for the H.O.W.L. Transition Program, a candidate must meet the following requirements:

Function without attendant care for personal needs.
Independently and accurately manage and administer their own medications.
Ability to independently communicate basic needs and wants.
The applicant must have an identifiable (e.g., IEP, psychoeducational report: must have been conducted within the past two years) intellectual disability and/or autism.
The age range of students to be accepted is approximately 18 – 26 years of age.
The applicant must be free of any communicable diseases that are transmissible by causal contact and all immunizations must be up to date. He or she must have health insurance.
The applicant must have received a diploma or certificate of completion or equivalent from a high school program.
The applicant must be able to live on campus.
The applicant must possess enough self-help skills and responsibility to safely and independently function in his/her apartment with minimum to no supervision during all program hours.

Required While in Program

The applicant must have acceptable social behavior, verified by previous schools, family, and/or agency personnel as well as the ability to get along with peers, follow rules, and accept supervision.
The applicant must be willing to attend all hours of instruction a week, as well as the supported learning during after-hours and weekends.
The applicant must have a strong desire to complete the program and live independently.

Who is Eligible?

Intellectual Disability

The Department of Education at Arkansas State University (A-State) will provide students with intellectual disabilities (ID) an inclusive college experience. Intellectual disability is defined by the Higher Education Act as:

A student—

(A) With a cognitive impairment, characterized by significant limitations in—

intellectual and cognitive functioning; and
adaptive behavior as expressed in conceptual, social, and practical adaptive skills; and

(B) Who was formerly, eligible for a free appropriate public education under the Individuals with Disabilities Education Act (IDEA).

Autism Spectrum Disorder

In addition to students with ID, The Department of Education at Arkansas State University (A-State) will provide students with Autism Spectrum Disorder (ASD) social and vocational support through the HOWL Program.

A student with ASD is described as:

(A) Having a current medical diagnosis of Autism Spectrum Disorder (ASD) with significant limitations in–

adaptive behavior as expressed in conceptual, social, and practical adaptive skills; and
who was formerly, eligible for a free appropriate public education under the Individuals with Disabilities Education Act (IDEA).

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