Transition 101: Managing the transition to college for students with Autism Spectrum Disorders Disability Resource Center University of Tennessee at Chattanooga
Jan 16, 2016
Transition 101: Managing the transition to college for students with Autism Spectrum Disorders
Transition 101: Managing the transition to college for students with Autism Spectrum Disorders
Disability Resource CenterUniversity of Tennessee at Chattanooga
Disability Resource CenterUniversity of Tennessee at Chattanooga
ObjectivesObjectives
To understand the differences among the laws To be familiar with the differences in services
for students with disabilities in K-12 and in postsecondary education
To develop an understanding of the soft skills needed to be successful in higher education
To understand the qualities of a holistic support program for college students with a diagnosis of an Autism Spectrum Disorder
To understand the differences among the laws To be familiar with the differences in services
for students with disabilities in K-12 and in postsecondary education
To develop an understanding of the soft skills needed to be successful in higher education
To understand the qualities of a holistic support program for college students with a diagnosis of an Autism Spectrum Disorder
Responsibilities Under IDEIA, Section 504, and the ADA-AA Responsibilities Under IDEIA, Section 504, and the ADA-AA
Differences Students Need to Know
Differences Students Need to Know
Differences Among Laws
Differences Among Laws
IDEIA
Free & Appropriate mandatory public education
Entitlement Law
Largely remedial in approach
Outcome Oriented: Focus is on student success
IDEIA
Free & Appropriate mandatory public education
Entitlement Law
Largely remedial in approach
Outcome Oriented: Focus is on student success
ADA-AA/504
Optional Education
Civil Rights Law
Accommodations
Focused on equal access not necessarily equal outcome
ADA-AA/504
Optional Education
Civil Rights Law
Accommodations
Focused on equal access not necessarily equal outcome
Student ResponsibilitiesStudent Responsibilities
Self identify to the Disability Resource Center
Submit documentation Advocate for needed
accommodations related to the impact of a disability
Speak for him/herselfManage your time effectively
Self identify to the Disability Resource Center
Submit documentation Advocate for needed
accommodations related to the impact of a disability
Speak for him/herselfManage your time effectively
DRC ResponsibilitiesDRC Responsibilities
Ensure access to campus, curriculum, and programs
Determine eligibility for services Assist students in understanding their
disability Inform faculty members of agreed upon
accommodations, and work together to determine what is/is not appropriate
Refer students to additional resources on campus and within the community
Ensure access to campus, curriculum, and programs
Determine eligibility for services Assist students in understanding their
disability Inform faculty members of agreed upon
accommodations, and work together to determine what is/is not appropriate
Refer students to additional resources on campus and within the community
Services That Are Not Offered through
DRC Offices
Services That Are Not Offered through
DRC Offices Tutors Personal assistants Un-timed tests Retroactive withdrawals or grade
changes Course waivers Prescribed devices (ex: hearing aids) Reducing academic standards Special classes for students with
disabilities
Tutors Personal assistants Un-timed tests Retroactive withdrawals or grade
changes Course waivers Prescribed devices (ex: hearing aids) Reducing academic standards Special classes for students with
disabilities
FERPAFERPA
Federal Education Rights to Privacy Act
When your student turns 18 they own their educational record. That means that faculty and staff will only talk to the student
Federal Education Rights to Privacy Act
When your student turns 18 they own their educational record. That means that faculty and staff will only talk to the student
Understanding ASDUnderstanding ASD
Neuro-developmental disorder which affects many areas of development
Skills and talents often mask the difficulty Students with ASD struggle with non-verbal behavior and
social nuance No two people with ASD have the same behaviors or
symptoms. ASD represents a broad spectrum of students Referred to as Social Blindness or Social Dyslexia
Neuro-developmental disorder which affects many areas of development
Skills and talents often mask the difficulty Students with ASD struggle with non-verbal behavior and
social nuance No two people with ASD have the same behaviors or
symptoms. ASD represents a broad spectrum of students Referred to as Social Blindness or Social Dyslexia
Impact TriadImpact Triad
The impact triad creates pervasive difficulties through college without support in these college domains
Social DomainCognitive DomainExecutive Domain
The impact triad creates pervasive difficulties through college without support in these college domains
Social DomainCognitive DomainExecutive Domain
Neurotypical development vs. ASD development
Neurotypical development vs. ASD development
Neurotypical College Student
• Maintains age appropriate self care/hygiene
• Balances time well• Able to control
behavioral and emotional reactions
• Seek help when needed• Are able to see things
from another person’s perspective
• Can respond to changes in routine
• Become involved socially to build a sense of belonging
College Student with ASD
• Often avoids self care tasks
• Difficulty with managing time
• Can become anxious or depressed easily
• May not know how to access assistance
• Are often socially unsophisticated
• Often gets overwhelmed and anxious with changes in schedules
• Often feel like an outsider
Real life applicationReal life application
Large vocabulary often hides misunderstanding Doesn’t understand sarcasm Lack of reciprocity in communication means they talk at you Misses body language Anxious in social situations Very naïve so easy target for bullying Wants friends, but doesn’t know how Cognitive rigidity makes changing focus of conversation very
difficult May have acute understanding of subject matter, but failing
the class May have an incredible memory for minute details, but can’t
memorize facts for an exam May appear to be lying or manipulating, but in actuality, they
are telling you what they want to be reality Want to fit in desperately, but don’t know how
Large vocabulary often hides misunderstanding Doesn’t understand sarcasm Lack of reciprocity in communication means they talk at you Misses body language Anxious in social situations Very naïve so easy target for bullying Wants friends, but doesn’t know how Cognitive rigidity makes changing focus of conversation very
difficult May have acute understanding of subject matter, but failing
the class May have an incredible memory for minute details, but can’t
memorize facts for an exam May appear to be lying or manipulating, but in actuality, they
are telling you what they want to be reality Want to fit in desperately, but don’t know how
Keep in MindKeep in Mind
NT (Neurotypical) social skills may not be the only “right” way to interact with people
Practicing social skills with people that are similar can only increase the likelihood of success
Being in a community of like-minded people can strengthen a sense of belonging for people that have typically not belonged anywhere
People with ASD tend to be honest and don’t play the social games that many NT do
People with ASD tend to have a strong sense of social justice
People with ASD tend to be detail oriented rather than “Big Picture” thinkers
There is room for everyone!!!
NT (Neurotypical) social skills may not be the only “right” way to interact with people
Practicing social skills with people that are similar can only increase the likelihood of success
Being in a community of like-minded people can strengthen a sense of belonging for people that have typically not belonged anywhere
People with ASD tend to be honest and don’t play the social games that many NT do
People with ASD tend to have a strong sense of social justice
People with ASD tend to be detail oriented rather than “Big Picture” thinkers
There is room for everyone!!!
Students with ASD often come to college very academically prepared…
The soft skills of college are what cause students to leave the college environment unsuccessfully…
Students with ASD often come to college very academically prepared…
The soft skills of college are what cause students to leave the college environment unsuccessfully…
Soft Skills needed for college success
Soft Skills needed for college success
Self care skillsBasic hygiene, independent living,
medication monitoring, laundry, etcClassroom etiquette
Talking too much/too little, correcting the professor, interruptions, group work
Time ManagementStudy vs. video games, monitoring
time on assignments, sleeping patterns
Self care skillsBasic hygiene, independent living,
medication monitoring, laundry, etcClassroom etiquette
Talking too much/too little, correcting the professor, interruptions, group work
Time ManagementStudy vs. video games, monitoring
time on assignments, sleeping patterns
Soft Skills needed for college success
Soft Skills needed for college success
Self AdvocacyAppropriately advocating without
becoming threatening, rude, etc.Understanding Hierarchy
Interacting differently with different people (roommates, peers, professors, Dean)
OrganizationKeeping work in one place, neat,
always prepared for class
Self AdvocacyAppropriately advocating without
becoming threatening, rude, etc.Understanding Hierarchy
Interacting differently with different people (roommates, peers, professors, Dean)
OrganizationKeeping work in one place, neat,
always prepared for class
More soft skillsMore soft skills
Social Scene of collegeRelationship progression, friends,
dating, student organizationsCommunication etiquette
Differences in communication with phone, email, text, compromise and flexibility
Social Scene of collegeRelationship progression, friends,
dating, student organizationsCommunication etiquette
Differences in communication with phone, email, text, compromise and flexibility
The BIG onesThe BIG ones
The next two areas pose the most difficulties for students with ASD
The next two areas pose the most difficulties for students with ASD
Judicial AffairsJudicial Affairs
Strict code of conduct that is not excused by a disability
What are the “Have To’s” and “No Go’s” on a college campus?
Some behaviors could be sent to judicial affairs that are not intended to be a breach, (Stalking, threatening emails)
Strict code of conduct that is not excused by a disability
What are the “Have To’s” and “No Go’s” on a college campus?
Some behaviors could be sent to judicial affairs that are not intended to be a breach, (Stalking, threatening emails)
Residence LifeResidence Life
Disclosing?Sharing SpaceSensory IssuesSleep PatternsPersonal HygieneRules!!!!
Disclosing?Sharing SpaceSensory IssuesSleep PatternsPersonal HygieneRules!!!!
What to look for in a disability support program
What to look for in a disability support program
There are five basic questions you should ask when looking for an appropriate college
There are five basic questions you should ask when looking for an appropriate college
What is the philosophy of the program?
What is the philosophy of the program?
“Letter of the law” vs. “Spirit of the Law”
Required accommodation vs. peripheral programming
Federal mandates as the baseline or the ceiling
“Letter of the law” vs. “Spirit of the Law”
Required accommodation vs. peripheral programming
Federal mandates as the baseline or the ceiling
What support services are available?
What support services are available?
Typical accommodationsAcademic CoachingMentoring ProgramsResidential SupportSpecific Programming for ASD
Typical accommodationsAcademic CoachingMentoring ProgramsResidential SupportSpecific Programming for ASD
Are there any other students with ASD
involved?
Are there any other students with ASD
involved? If a disability services program
offers the types of support college students on the spectrum need, there will inevitably be more students seeking these services. This group of students with similar difficulties could serve as a great support system for you as you enter the social structure of college.
If a disability services program offers the types of support college students on the spectrum need, there will inevitably be more students seeking these services. This group of students with similar difficulties could serve as a great support system for you as you enter the social structure of college.
What do others say about the program?
What do others say about the program?
If a disability services program has the level of understanding needed for students on the spectrum to feel supported, other families will talk about it.
If you are hearing the name of the support program mentioned in your school or in other areas, it typically means that the program is providing substantial support.
There are also websites to look to such as www.CollegeAutismSpectrum.com
If a disability services program has the level of understanding needed for students on the spectrum to feel supported, other families will talk about it.
If you are hearing the name of the support program mentioned in your school or in other areas, it typically means that the program is providing substantial support.
There are also websites to look to such as www.CollegeAutismSpectrum.com
What does your instinct tell you?
What does your instinct tell you?
Plan a visit to the disability services office. You should get a feel for how well the staff understands autism spectrum disorders in a short amount of time. When you visit, have the previous questions in mind. These questions will serve as a catalyst for conversation and will help you gain insight into how well the staff of the program understand the specific needs of this student group.
Plan a visit to the disability services office. You should get a feel for how well the staff understands autism spectrum disorders in a short amount of time. When you visit, have the previous questions in mind. These questions will serve as a catalyst for conversation and will help you gain insight into how well the staff of the program understand the specific needs of this student group.
MoSAIC Program at UTCMoSAIC Program at UTC
The MoSAIC Program provides a multifaceted academic and social support pro-gram for college students with Autism Spectrum Disorders.This holistic curriculum includes weekly social strategy classes, meetings with peer mentors, supervised study sessions, and meetings with individual life coaches.In addition, the learned social strategies will be practiced through monthly social strategy application activities with life coaches, mentors, and groups of college aged peers.
The MoSAIC Program provides a multifaceted academic and social support pro-gram for college students with Autism Spectrum Disorders.This holistic curriculum includes weekly social strategy classes, meetings with peer mentors, supervised study sessions, and meetings with individual life coaches.In addition, the learned social strategies will be practiced through monthly social strategy application activities with life coaches, mentors, and groups of college aged peers.
Cohort CommunitiesCohort Communities
Each new year a new cohort is formed. This allows for a greater sense of belonging with that small group of students that share similar struggles and successes.
Each new year a new cohort is formed. This allows for a greater sense of belonging with that small group of students that share similar struggles and successes.
Curriculum FocusCurriculum Focus
Year 1: Transitions to college/Social Rules of a college campusYear 2: Reframing how ASD is viewedYear 3: Building on your individual talents/ choosing an appropriate major/careerYear 4: Building on talents and skills/establishing good work habits: Job shadowing, supervised internships, practicum hours, and internships.
Year 1: Transitions to college/Social Rules of a college campusYear 2: Reframing how ASD is viewedYear 3: Building on your individual talents/ choosing an appropriate major/careerYear 4: Building on talents and skills/establishing good work habits: Job shadowing, supervised internships, practicum hours, and internships.
Peer MentorsPeer Mentors
Peer mentors are represented by upperclassmen or graduate students who are trained by experts in the field regarding the impact of ASD. These mentors are social by nature and have a desire to have an impact on the life of other students. Mentors attend the social strategy classes to know which topic area is being covered, then schedule and design activities that allow students to practice those skills.The relationships between the mentors and mentees are outlined in the beginning as professional relationships and that boundary is respected every time the partners take part in an activity together.
Peer mentors are represented by upperclassmen or graduate students who are trained by experts in the field regarding the impact of ASD. These mentors are social by nature and have a desire to have an impact on the life of other students. Mentors attend the social strategy classes to know which topic area is being covered, then schedule and design activities that allow students to practice those skills.The relationships between the mentors and mentees are outlined in the beginning as professional relationships and that boundary is respected every time the partners take part in an activity together.
Life Coaching SessionsLife Coaching Sessions
Life coaching involves meeting to monitor progress towards academic success plans, and personal goal achievement. Life coaching sessions are guided discussions about topics for development and typically include a time at the end to ask questions without fear of judgment. Life coaches are professional staff of the DRC.
Life coaching involves meeting to monitor progress towards academic success plans, and personal goal achievement. Life coaching sessions are guided discussions about topics for development and typically include a time at the end to ask questions without fear of judgment. Life coaches are professional staff of the DRC.
Social Practice ActivitiesSocial Practice Activities
Activities are scheduled with either cohort communities or larger groups to practice the social skills learned through the program. These activities could include adventure activities, cultural activities, dining out, etc. Students are always involved in the planning of these activities.
Activities are scheduled with either cohort communities or larger groups to practice the social skills learned through the program. These activities could include adventure activities, cultural activities, dining out, etc. Students are always involved in the planning of these activities.
Next StepsNext Steps
Alternative Spring Break Partnership with Fraternity and Sorority Life
Summer Bridge Transition ProgramMoSAIC HouseTransitional living partnership with
Chattanooga Housing Authority
Alternative Spring Break Partnership with Fraternity and Sorority Life
Summer Bridge Transition ProgramMoSAIC HouseTransitional living partnership with
Chattanooga Housing Authority
ResourcesResources
Association on Higher Education and Disability (AHEAD) www.ahead.org/publications
Brinkerhoff, L.B., Shaw, S.F., McGuire, J.M. (1992). Promoting access, accommodations, and independence for college students with learning disabilities. Journal of Learning Disabilities, 25, 417-429.
Brown, J.T., Wolfe, L., & Bork, R.K. (2009). Students with Asperger Syndrome: A Guide for College Personnel .
CollegeAutismSpectrum.com www.utc.edu/drc (MoSAIC link)
Association on Higher Education and Disability (AHEAD) www.ahead.org/publications
Brinkerhoff, L.B., Shaw, S.F., McGuire, J.M. (1992). Promoting access, accommodations, and independence for college students with learning disabilities. Journal of Learning Disabilities, 25, 417-429.
Brown, J.T., Wolfe, L., & Bork, R.K. (2009). Students with Asperger Syndrome: A Guide for College Personnel .
CollegeAutismSpectrum.com www.utc.edu/drc (MoSAIC link)