The present paper reviews literature on the effectiveness of social skills training (SST) programs for adolescents and adults with autism spectrum disorder (ASD). It discusses the current problems and tasks for future research from eight viewpoints of previous reviews of interventions for students with ASD. Twelve studies met the predetermined eligibility criteria, and all studies suggested the effectiveness of SST programs for adolescents and adults with ASD. This study revealed that the studies could be divided into two groups. One group focuses on non-verbal communication. The other focuses on acquiring social skills and interactions with other persons. For the purpose of promoting social skills generalization, some programs explored parent involvement and training in contexts that were similar to real life. The review also indicated that few studies report generalization of skills learned in the SST program. Therefore, it would need a description of the effect size and the required sample sizes. There is a need for identifying the effects of the gender differences. Moreover, developing a program including strategies to promote social skills generalization is recommended. Additionally, it is necessary to evaluate the manualized programs with similar outcomes. Furthermore, it would be useful to select interventions based on the participants’ developmental stage and their needs.

A Law to Eliminate Discrimination against People with Disabilities was enforced in 2016. As a result, each university has attempted to establish new systems for supporting students with Autism Spectrum Disorders (ASD) from the perspective of reasonable accommodation. This study describes support provided for ASD students in the private universities. Furthermore, problems indicated in the process of providing supporting are examined, from the perspective of challenges faced by teachers when giving lectures. First, documents of disabled students at the time of entering university in 2016 and their support application at the time of receiving lectures are presented as examples of measures taken by small-sized university. Secondly, cases in different universities are introduced by using vignettes, and issues requiring teachers’ consideration in the involvement with ASD students are examined from the following perspectives: (1) giving lectures and ASD students’ behaviors during lectures, (2) time extension at periodic examinations and evaluation of academic results, (3) communication and activities inside and outside the campus, (4) differences in the level of teachers’ knowledge about ASD and their experience of teaching ASD students, and (5) learning from experience. Useful ideas for examining reasonable accommodation are indicated and discussed based on the results. It is suggested the specifying the category of reasonable accommodation should be minutely examined through accumulating concreate cases in each university, depending on the conditions of each university. Furthermore, it is important to have the fundamental perspective that reasonable accommodation should be useful for the social participation of ASD students. It is necessary to develop a positive school climate for accepting ASD students.