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Transcript of Realizing the College Dream with Autism Spectrum Disorder Focus on Family and Disability Seminar Ann...
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
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
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