Presenters: Lauren M. Kelley, Ph.D. & Brittany C. Joseph, M.Ed. Rethinking Transitions in Higher...
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Transcript of Presenters: Lauren M. Kelley, Ph.D. & Brittany C. Joseph, M.Ed. Rethinking Transitions in Higher...
Presenters: Lauren M. Kelley, Ph.D. & Brittany C. Joseph, M.Ed.
Rethinking Transitions in Higher Education:
Interventions for Students with Autism Spectrum
Disorders (ASD)
Lauren Kelley, Ph.D.
Email: [email protected]
Webpage: laurenkelley.org
Education Consultant
Brittany Joseph, M.Ed.
Instructor at Bowling Green State University
Email: [email protected]
Business email: [email protected]
Who We Are…
Section I① Define Autism Spectrum Disorders (ASD)
and the common challenges.② Explore the prevalence of ASD and its
impact.③ Engage in open dialogue about
experiences with students with ASD.
④ Discuss how to better understand students and meet their diverse needs in the classroom and on campus.
⑤ Analyze institutional infrastructure and financial and human resources for supporting students.
Overview & Session Objectives
Section II① Explore interventions and teaching
strategies.② Analyze different types of interventions
and discover new interventions.③ Explore orientation components for
students.④ Explore textbook and course outline
suggestions.
⑤ Explore current trends, tools, and strategies related to institutional resources (financial and human).
⑥ Explore strategies for inclusion.
Overview & Session Objectives, cont.
① The definition for the disorder continues to change
② Center for Disease Control & Prevention (CDC) is currently reporting that 1 in 88 children are being diagnosed with ASD
③ Media and ASD④ Cuts in education
PREVALENCE
What do statistics reveal about students with ASD?
① The most recent federal data reveals that more than ______US undergraduates have a disability on campus.
② __% are students with autism spectrum disorders; 79% have been diagnosed with ADHD.
What do statistics reveal about students with ASD?
① _____children with autism will turn 18 this year, and within two years of high school, less than _ of those will have paying jobs.
② Projections predict there will be ______ adults over 22 years old with an ASD in ____
What are the consequences of ignoring this issue?
① Underemployed or unemployed adults with ASD are brought into the welfare and social service systems.
② Burden on their families, on insurance companies, and on federal and state social services.
Social situations and interactions are awkward/difficult
Social anxiety, lack of eye contact, easily frustrated
Lack of self-advocacy skills
Extremely intelligent and talented
Yearn for a structured learning environment
Easily distracted
Time management and focus issues
Desire to fit in socially; lack understanding of the hidden curriculum
What do students with ASD look like?
① Did any of those characteristics resonate with you?
② Did the student disclose?③ How was the student received by
other students?
Have you worked with a student with ASD?
Supportive Learning Environments
Students with ASD may experience challenges by simply being in the classroom as a result of sensory challenges
Students may have “hypersensitivity to stimuli”: Sights Sounds Smells Classroom lighting (fluorescent)
Exists in the forms of:① Visual② Auditory③ Tactile④ Vestibular⑤ Taste⑥ Smell
What is STIMMING?
Let’s talk about it:① Did you recognize it?② Did you know what to do?③ What did you do?④ How did others around the
student stimming react?
Have you witnessed STIMMING?
① Including information in your syllabus about disability services
② Discussions in class about disability services
③ Creating a comfortable environment where students are encouraged to disclose
④ Laying ground rules for tolerance and acceptance
DISCLO
SURE
Creating Supportive Environments
Relationship building on Day One
Regular interaction/Transition the student (HO) Pivotal response training Social stories Assignments with clear instructions Explanation of assignment purpose and
benefits Use of peer mentors
Structure your learning environment
Creating Supportive Environments
Relationship Building with Parents
The role of the parent in college
FERPA Parents can communicate with school
officials if: A FERPA waiver is signed by the
student A health/safety concern exists
Guardianship
Campus Financial & Human
Resources
SHOW ME THE MONEY?
Pooling Resources Departmental Collaboration
Administrators, faculty, staff, and students Institutional commitment
President’s Office Provost’s Office Faculty unions/senate Disability Services Academic Affairs Student Affairs Student Activities
Financial & Human Support Resources
Peer support structure
Supportive faculty Supportive advisors Supportive administrators Cooperative Public Safety Office Cooperative Disability Services Office Mental Health Services Designated quiet and safe spaces
Support Team for
Students with ASD
ASD Student
Two-Fold Transition Model
• Orientation sessions• Guided campus tours• Alignment with assigned peer mentor• Support team meetings
Summer Orientation
Supportive Faculty
Incorporating Universal Design for Learning (UDL)
Multiple means of access Multiple means of presentation Multiple means of engagement
Group work Cooperative and collaborative learning
Cited from: http://youtu.be/kt-TOt9vqJk
Pulling It All Together
ASD Awareness/Identifying Students
Institutional commitment/Professional Development
Financial & Human Resources Supportive Learning Environments Multiple Means of Engagement in the
Classroom Peer Mentorship/Structured & Innovative
Learning Supportive Teams for Students Transition Models (Orientation)
Questions/Comments
E-book—Advocacy for Autism Spectrum Disorders in College: A Guide for Students, Faculty, and Student Services Personnel
Coming soon!!!!!!!