Realizing the College Dream with Autism Spectrum Disorder Focus on Family and Disability Seminar Ann Palmer @cidd.unc.edu.

Realizing the College Dream Realizing the College Dream with Autism Spectrum with Autism Spectrum

DisorderDisorder

Focus on Family and Disability Focus on Family and Disability SeminarSeminar

Ann PalmerAnn Palmer

www.annpalmerautism.comwww.annpalmerautism.com

[email protected]@cidd.unc.edu

Why I Am HereWhy I Am Here

Overview of PresentationOverview of Presentation

Discuss strategies for preparing the Discuss strategies for preparing the student (and parents) for the student (and parents) for the transition to Higher Educationtransition to Higher Education

Review the laws protecting college Review the laws protecting college students with disabilitiesstudents with disabilities

Describe common challenges for Describe common challenges for college students with ASD or other college students with ASD or other learning differenceslearning differences

Discuss strategies that may helpDiscuss strategies that may help

Preparing for the Preparing for the Transition-Transition-

Students AND ParentsStudents AND Parents Understand differences between HS and Understand differences between HS and

collegecollege Understand differences in laws protecting Understand differences in laws protecting

studentsstudents Consider all options for Higher EducationConsider all options for Higher Education Recognize importance of functional skillsRecognize importance of functional skills Recognize importance of self-advocacy skillsRecognize importance of self-advocacy skills Understand how difficult this may be for Understand how difficult this may be for

parentsparents

Letting GoLetting Go

FearFear SadnessSadness InadequacyInadequacy GuiltGuilt ProtectivenessProtectiveness

ConfusionConfusion DesperationDesperation AngerAnger HopefulnessHopefulness

Transition Plan under IDEATransition Plan under IDEA Required at age 16, age 14 in NCRequired at age 16, age 14 in NC If transition issues will be discussed, If transition issues will be discussed,

student MUST be invited to attendstudent MUST be invited to attend Should cover “movement from school to Should cover “movement from school to

post-school activities”- post-secondary post-school activities”- post-secondary education, vocational education, education, vocational education, supported employment, independent supported employment, independent living, and adult servicesliving, and adult services

Invite people who care about the future Invite people who care about the future of the studentof the student

Preparing for TranPreparing for Transitionsition

Accept that living forever is not a viable Accept that living forever is not a viable transition plantransition plan

Envision the future- parent’s vision and Envision the future- parent’s vision and student’s visionstudent’s vision

Get advice from other parents and Get advice from other parents and professionalsprofessionals

Create practical and useful IEP/ITP Create practical and useful IEP/ITP goalsgoals

Balance academics and functional skillsBalance academics and functional skills

Functional SkillsFunctional Skills Independent LivingIndependent Living

Will the student be able to live in the Will the student be able to live in the community? What level of help will they need?community? What level of help will they need?

Personal HygienePersonal Hygiene Can student independently take care of their Can student independently take care of their

self- care needs? What skills do they need to self- care needs? What skills do they need to work on?work on?

CommunicationCommunication Can student answer the phone, e-mail, make Can student answer the phone, e-mail, make

appointments? Can the student initiate asking appointments? Can the student initiate asking for help? Are they able to report information?for help? Are they able to report information?

Functional SkillsFunctional Skills FinancialFinancial

Can the student use money in a functional Can the student use money in a functional way? Can they follow a budget?way? Can they follow a budget?

TransportationTransportation How will the student get around as an adult? How will the student get around as an adult?

Do they know how to access public Do they know how to access public transportation?transportation?

VocationalVocational What work skills does the student need to do What work skills does the student need to do

their dream job? How are their interpersonal their dream job? How are their interpersonal skills? How much assistance will they need in a skills? How much assistance will they need in a job setting?job setting?

Differences Between High Differences Between High School and CollegeSchool and College

High SchoolHigh School Strict mandated Strict mandated

class schedule- 30 class schedule- 30 hrs/wkhrs/wk

Frequent reminders Frequent reminders by teachersby teachers

Teachers check on Teachers check on understandingunderstanding

School is required School is required to serve studentto serve student

CollegeCollege Student makes own Student makes own

schedule, 15 hrs/wkschedule, 15 hrs/wk Student has to keep Student has to keep

track of assignmentstrack of assignments Student expected to Student expected to

initiate asking for initiate asking for helphelp

Student must meet Student must meet academic criteriaacademic criteria

Options of Higher Options of Higher EducationEducation

Different kinds of schoolsDifferent kinds of schools Community Colleges and Technical SchoolsCommunity Colleges and Technical Schools 2 year and 4 year Colleges2 year and 4 year Colleges

Special support programs for students Special support programs for students with disabilities with disabilities www.collegeautismspectrum.com/collegeprograms.htwww.collegeautismspectrum.com/collegeprograms.ht

mlml Part-time versus full-timePart-time versus full-time Virtual classes- on-line, videoVirtual classes- on-line, video Commuting versus living on campusCommuting versus living on campus

Options for Students withOptions for Students withID/DD in NCID/DD in NC

Community College ProgramsCommunity College Programs Alamance- Career CollegeAlamance- Career College Central Piedmont- Community Transitions Central Piedmont- Community Transitions

and Project SEARCHand Project SEARCH Cleveland- ConnexionsCleveland- Connexions Randolph- Career CollegeRandolph- Career College Western Piedmont- Accessible College Western Piedmont- Accessible College

ExperienceExperience College of The Albemarle- Pathways to an College of The Albemarle- Pathways to an

Accessible College ExperienceAccessible College Experience

Options for Students withOptions for Students with ID/DD in NC ID/DD in NC

College and University ProgramsCollege and University Programs Appalachian State University- Scholars Appalachian State University- Scholars

with Diverse Abilities Programwith Diverse Abilities Program University of North Carolina University of North Carolina

Greensboro- Beyond AcademicsGreensboro- Beyond Academics Western Carolina University- University Western Carolina University- University

Participant ProgramParticipant Program

* http://www.cidd.unc.edu/psea/* http://www.cidd.unc.edu/psea/

Important Considerations Important Considerations When Choosing a When Choosing a School/ProgramSchool/Program

Location of schoolLocation of school Size of schoolSize of school Curriculum of interest to studentCurriculum of interest to student CostCost Experience with ASDExperience with ASD Level of supports availableLevel of supports available

Financial SupportFinancial Support

High School Guidance OfficeHigh School Guidance Office Financial Aid Office at the college- Financial Aid Office at the college-

federal and state grants and loansfederal and state grants and loans Supplemental Security Income (SSI)- Supplemental Security Income (SSI)-

eligibility based on student’s income eligibility based on student’s income if age 18 or overif age 18 or over

Vocational Rehabilitation (VR)- Vocational Rehabilitation (VR)- supports individuals with disabilities supports individuals with disabilities to prepare for/obtain jobsto prepare for/obtain jobs

““Lessons”Lessons”

Safety - On campus, in dorm room, on the Safety - On campus, in dorm room, on the computer computer

Academic Issues - Study skills, how to Academic Issues - Study skills, how to know when he needs help and how to get know when he needs help and how to get helphelp

Health Issues - How to know if he is sick, Health Issues - How to know if he is sick, who to call, when to go to the doctorwho to call, when to go to the doctor

Personal Care - Shaving, showering, Personal Care - Shaving, showering, laundrylaundry

Time ManagementTime Management

Resource NotebookResource Notebook

Information from “lessons”Information from “lessons” Contact numbers for family Contact numbers for family

membersmembers Contact info for campus services – Contact info for campus services –

RA, computer services, Disability RA, computer services, Disability Services, Student Health, etc.Services, Student Health, etc.

Map of campus and bus routesMap of campus and bus routes

Resource NotebookResource Notebook

Financial information- on campus Financial information- on campus spending account, bank account spending account, bank account numbers, bank location and phone numbers, bank location and phone number, etc.number, etc.

Housing information- dormitory rules, Housing information- dormitory rules, registration information registration information

Social options- list of free time activities, Social options- list of free time activities, club and organization information, info club and organization information, info on upcoming social eventson upcoming social events

College OrientationCollege Orientation

Important for the studentImportant for the student Dorm room experienceDorm room experience Develop familiarity with campusDevelop familiarity with campus Hearing experiences of upperclassmenHearing experiences of upperclassmen

Important for the parentsImportant for the parents Reminder of “typical” parent concernsReminder of “typical” parent concerns Learning about accessibility of Learning about accessibility of

professors and technology on campusprofessors and technology on campus

My student is in My student is in college. college.

Now what???Now what???

Leaving IDEA BehindLeaving IDEA Behind

No more IEP’sNo more IEP’s No more requirements to serve the No more requirements to serve the

studentstudent Post-secondary Education LawsPost-secondary Education Laws

Section 504 of the Rehabilitation Act of Section 504 of the Rehabilitation Act of 19731973

Americans with Disabilities Act of 1990 Americans with Disabilities Act of 1990 and ADA Amendments Act of 2008and ADA Amendments Act of 2008

Section 504Section 504

Ensures that people with disabilities Ensures that people with disabilities have opportunities and access to the have opportunities and access to the benefits of all federally funded benefits of all federally funded programs and activitiesprograms and activities

Forbids discrimination against Forbids discrimination against persons with disabilities by persons with disabilities by programs and activities receiving programs and activities receiving federal fundsfederal funds

ADAADA Protects individuals with disabilities Protects individuals with disabilities

in college and in the workplacein college and in the workplace Mandates physical access and Mandates physical access and

program accessprogram access Does not require the institution to Does not require the institution to

receive federal financial assistancereceive federal financial assistance School should have ADA CoordinatorSchool should have ADA Coordinator Determining accommodations- based Determining accommodations- based

on current documentationon current documentation

DocumentationDocumentation

Identifies that the student has a Identifies that the student has a disabilitydisability

Indicates how disability impacts Indicates how disability impacts student’s major life functions student’s major life functions

Colleges can decide what kind of Colleges can decide what kind of documentation they require (type of documentation they require (type of testing, how recent)testing, how recent)

Guidelines for required documentation Guidelines for required documentation usually found on college’s websiteusually found on college’s website

Definition of DisabilityDefinition of Disability

““A physical or mental impairment that A physical or mental impairment that substantially limits one or more major substantially limits one or more major life activities. Major life activities life activities. Major life activities include caring for oneself, performing include caring for oneself, performing manual tasks, seeing, hearing, eating, manual tasks, seeing, hearing, eating, sleeping, walking, standing, speaking, sleeping, walking, standing, speaking, breathing, learning, reading, breathing, learning, reading, concentrating, thinking, concentrating, thinking, communicating and working.”communicating and working.”

Implications of 504 and Implications of 504 and ADAADA

Those who have qualified for admissions Those who have qualified for admissions have a right to be in higher education.have a right to be in higher education.

Once admitted, students have a right to Once admitted, students have a right to access academic and nonacademic access academic and nonacademic programs.programs.

Students have a right to confidentiality of all Students have a right to confidentiality of all disability-related information.disability-related information.

Qualified students are eligible to receive Qualified students are eligible to receive REASONABLE accommodations that relate REASONABLE accommodations that relate to their disabilities. (leveling the playing to their disabilities. (leveling the playing field)field)

AccommodationsAccommodations

An accommodation is An accommodation is notnot reasonable reasonable if it causes...if it causes...a substantial change in an essential a substantial change in an essential element of the curriculumelement of the curriculuma substantial alteration in the manner a substantial alteration in the manner in which services are providedin which services are providedan undue financial or administrative an undue financial or administrative burdenburden

Unreasonable Unreasonable AccommodationsAccommodations

Reduced assignmentsReduced assignments Exceptions to conduct codesExceptions to conduct codes Personal aides for academics or Personal aides for academics or

housinghousing Retaking of examsRetaking of exams Unlimited extra time on examsUnlimited extra time on exams

Possible AccommodationsPossible Accommodations Extended time for testingExtended time for testing Separate setting for testingSeparate setting for testing Priority seating in classroomPriority seating in classroom Priority registrationPriority registration Hard copies of notesHard copies of notes Tape recording lecturesTape recording lectures Single dorm roomSingle dorm room

* Must go through Disabilities Services to * Must go through Disabilities Services to accessaccess

Disabilities Services OfficeDisabilities Services Office

Can be a crucial support for the studentCan be a crucial support for the student Formal disclosure must happen here to Formal disclosure must happen here to

receive services or accommodationsreceive services or accommodations Make connection as early as possibleMake connection as early as possible Student needs to develop a comfort level Student needs to develop a comfort level

with the office and the staffwith the office and the staff Regular scheduled appointments if Regular scheduled appointments if

possiblepossible Student has to self-advocate!Student has to self-advocate!

Self-AdvocacySelf-Advocacy

Student is an adult- has to initiateStudent is an adult- has to initiate Student has to understand his/her Student has to understand his/her

needsneeds Student has to be able to ask for help Student has to be able to ask for help

and explain why they need helpand explain why they need help No information shared with parents No information shared with parents

unless student requests that in writingunless student requests that in writing FERPA Waiver- Federal Educational FERPA Waiver- Federal Educational

Rights and Privacy ActRights and Privacy Act

Preparing the StudentPreparing the Studentfor Self-Advocacy in for Self-Advocacy in

AdulthoodAdulthood Increase student’s awareness of his/her Increase student’s awareness of his/her

strengths and challengesstrengths and challenges Help student understand that everyone Help student understand that everyone

learns differently; everyone needs help learns differently; everyone needs help sometimessometimes

Respect the student’s point of view; Respect the student’s point of view; involve them in everyday decisions and involve them in everyday decisions and choiceschoices

Allow the student to make mistakesAllow the student to make mistakes Talk about the future; prepare and planTalk about the future; prepare and plan

Strategies to BuildStrategies to BuildSelf-Advocacy SkillsSelf-Advocacy Skills

Involve the student in school meetings Involve the student in school meetings and decisions at whatever level is and decisions at whatever level is appropriateappropriate

Give student experiences to build Give student experiences to build communication skills (school jobs, communication skills (school jobs, arranging meetings, reporting to arranging meetings, reporting to teachers, etc.)teachers, etc.)

Ask for student’s opinions and feelings Ask for student’s opinions and feelings (verbal or written)(verbal or written)

Make problem-solving opportunities Make problem-solving opportunities learning experienceslearning experiences

Self-DisclosureSelf-Disclosure Personal decision, depends upon:Personal decision, depends upon:

Student’s acceptance of differences and Student’s acceptance of differences and desire to share this informationdesire to share this information

Need for the individual or office to knowNeed for the individual or office to know Will it make a difference?Will it make a difference?

How to disclose- documentation, How to disclose- documentation, verbal, writtenverbal, written

Eric’s Learning GuideEric’s Learning Guide When to discloseWhen to disclose Not an “all or nothing” decision Not an “all or nothing” decision

Who Might Need to KnowWho Might Need to Know

Disabilities Services Office personnelDisabilities Services Office personnel Resident Advisor in the DormResident Advisor in the Dorm Roommate or SuitematesRoommate or Suitemates ProfessorsProfessors Academic AdvisorAcademic Advisor Career Counseling OfficeCareer Counseling Office Student Health or Counseling ServicesStudent Health or Counseling Services

Challenges for Students Challenges for Students with ASDwith ASD

and Strategies that can and Strategies that can HelpHelp

Challenges of ASDChallenges of ASD

Communication/LanguageCommunication/Language Social interactionsSocial interactions Repetitive behavior/restrictive Repetitive behavior/restrictive

interestsinterests Sensory issuesSensory issues Thinking and learning and Thinking and learning and

executive functioningexecutive functioning

Communication/LanguageCommunication/Language

Often quite verbalOften quite verbal Pronunciation/grammar may be Pronunciation/grammar may be

typical but may use formal language typical but may use formal language or odd voiceor odd voice

Understands and uses language very Understands and uses language very literallyliterally

Impairments in comprehensionImpairments in comprehension

What might we see?What might we see?

Difficulty understanding figures of Difficulty understanding figures of speech or idiomsspeech or idioms

Upset by jokes (may miss meaning of Upset by jokes (may miss meaning of sarcasm)sarcasm)

May speak too loudly May speak too loudly Repetitive questions if anxious or Repetitive questions if anxious or

confusedconfused

Social InteractionsSocial Interactions

Difficulty interacting with peersDifficulty interacting with peers Difficulty reading social cuesDifficulty reading social cues Difficulty understanding the Difficulty understanding the

perspective of anotherperspective of another Limited use of gesturesLimited use of gestures Limited use of facial expressionsLimited use of facial expressions

What might we see?What might we see? Eager to make friends, but socially Eager to make friends, but socially

awkward, or no interest in making friendsawkward, or no interest in making friends May interrupt conversations, not May interrupt conversations, not

recognize someone wants to end a recognize someone wants to end a conversationconversation

Difficulty understanding emotions of Difficulty understanding emotions of others, assumes everyone thinks/feels the others, assumes everyone thinks/feels the samesame

May appear uncaring/rude to othersMay appear uncaring/rude to others May be fearful of people because can’t May be fearful of people because can’t

predict others’ behaviorspredict others’ behaviors

Repetitive Repetitive Behaviors/Restrictive Behaviors/Restrictive

InterestsInterests Upset by or resists changes; Upset by or resists changes;

transitions difficulttransitions difficult Develops rigid routinesDevelops rigid routines Rule boundRule bound Exhibits strong and inflexible Exhibits strong and inflexible

interestsinterests Exhibits narrow/odd interestsExhibits narrow/odd interests

What might we see?What might we see?

High stress level when changes High stress level when changes occur (beginning of a semester)occur (beginning of a semester)

Stereotypical behaviors (stemming)Stereotypical behaviors (stemming) Difficulty accepting mistakes in Difficulty accepting mistakes in

themselves or othersthemselves or others Upset when others ignore rulesUpset when others ignore rules

Sensory IssuesSensory Issues

Oversensitivity to some sounds, Oversensitivity to some sounds, sights, tastes, odors, or touchsights, tastes, odors, or touch

Difficulty with modulating inputDifficulty with modulating input May exhibit lowered response to May exhibit lowered response to

painpain

What might we see?What might we see? Anxiety in crowded, loud situations Anxiety in crowded, loud situations Avoidance of activitiesAvoidance of activities Difficulty having conversations in loud Difficulty having conversations in loud

environmentenvironment Not recognizing or reporting health issuesNot recognizing or reporting health issues Intense dislike for certain smells or Intense dislike for certain smells or

soundssounds Picky eatersPicky eaters Dressing inappropriately for weatherDressing inappropriately for weather

Thinking and LearningThinking and Learning

Uneven pattern of skill developmentUneven pattern of skill development Focus on details – miss connections Focus on details – miss connections

and relationshipsand relationships Difficulty with relevant vs. irrelevantDifficulty with relevant vs. irrelevant Concrete thinking; abstract concepts Concrete thinking; abstract concepts

difficultdifficult Organization and sequencing Organization and sequencing

problemsproblems

What might we see?What might we see?

Avoids new experiences or new situationsAvoids new experiences or new situations Failure to meet expectations of othersFailure to meet expectations of others Difficulty “getting started” due to Difficulty “getting started” due to

organizational deficitsorganizational deficits ““One track mind”One track mind” Difficulty working as a member of a teamDifficulty working as a member of a team Difficulty with more abstract academic Difficulty with more abstract academic

subjectssubjects

Strengths of ASDStrengths of ASD

Can provide a unique perspectiveCan provide a unique perspective May enjoy routines and repetitive activitiesMay enjoy routines and repetitive activities Can take in chunks of information quickly Can take in chunks of information quickly

and remember information for a long timeand remember information for a long time Honest, comfortable following rulesHonest, comfortable following rules Strong concentration on topics of specific Strong concentration on topics of specific

interests (great in the college interests (great in the college environment!)environment!)

Hard worker, wants to do well and please Hard worker, wants to do well and please othersothers

StrategiesStrategies

Anything visual- calendar, lists, schedules, Anything visual- calendar, lists, schedules, syllabussyllabus

Routines, regular scheduled appointments Routines, regular scheduled appointments with professors and DS Officewith professors and DS Office

Organizational help- notebook to keep Organizational help- notebook to keep track of grades, organizers, smart phone, track of grades, organizers, smart phone, iPadiPad

Designated support peopleDesignated support people ““Rules” to go by, social storiesRules” to go by, social stories

StrategiesStrategies

Mentor or coachMentor or coach Relaxation and coping strategiesRelaxation and coping strategies Frequent remindersFrequent reminders Regular check-in’s and asking the Regular check-in’s and asking the

right questionsright questions

In ConclusionIn Conclusion

The most difficult parts of college may The most difficult parts of college may not be academic-relatednot be academic-related

Start early involving student in Start early involving student in advocatingadvocating

Letting go is hardLetting go is hard Adjusting to the change in a parent’s Adjusting to the change in a parent’s

role is difficultrole is difficult Our students are always learning and Our students are always learning and

they will surprise youthey will surprise you