Diane+Phelan_Final+Project

Diane Phelan EPSY 5140 Final Project

 GUIDE FOR STUDENTS (AND THEIR FAMILIES) ON THE AUTISM SPECTRUM WHO ARE  HEADED TO COLLEGE

WIKI INTRODUCTION Youths on the Autistic Spectrum are emerging populations on campus throughout the country. In order to prepare for one’s transition, students with a diagnosis of an autism spectrum disorder (ASD) must start early to plan for the future. This guide will explore the definition of autism, talk about where to begin on the journey, chat about challenges prospective college students will face, give information needed for survival and offer additional resources for support.

WHAT IS AUTISM? Autism is a pervasive developmental disorder which affects social and communication skills as well as motor skills and language skills.[| Autism] varies in terms of its severity and symptoms. At one end of the spectrum is Asperger Syndrome (AS). In the middle there is pervasive developmental disorder not otherwise specified (PDD-NOS). On the other end of the spectrum there is classic autism. All of these disorders as well as others in between are classified within a group of developmental disorders known as Autism Spectrum Disorders (ASD).

QUOTE “ Autism is a way of being. It is pervasive; it colors every experience, every sensation, perception, thought, emotion, and encounter – every aspect of existence. It is not possible to separate the autism from the person.”

Jim Sinclair, Founder of Autism Network International

Simply put, their brains are wired differently. One in every 150 children has some level of spectrum disorder.[| Historically, children were institutionalized] or lived at home. They had virtually no voice and no skills. But now due to early diagnoses and earlier intervention, more and more children with ASD are considering college. The first wave of students with ASD is entering college. While most of the students have Asperger Syndrome, every student is different. So the one question that is on many minds is how are colleges going to deal with the supports needed for a student with ASD to be successful and how are students going to[| transition] to college?

LEGISLATION During the elementary and secondary public school years, the IDEA mandates the identification and the evaluation of children suspected of having a disability. But the IDEA does not apply to higher education. Eligibility does not automatically transfer to the college level. It also does not ensure the same supports, accommodations or services. By the age of 16, a transition plan should be in place. It should identify your goals, skills and options for post high school life. This [|Summary of Performance] (SOP), which is required, is a compilation of the students progress, what the disability is and what has been outlined for them as well as what services and supports they still need. Colleges and universities will need [|documentation] from the student. That documentation includes proof of disability, clinical reports, current evaluations and services through [|Section 504]. It is very important to understand that IEPs and 504 Plans do not suffice as adequate documentation for a postsecondary institution of learning. Services vary from college to college. There are different level of services. Each institution is a unique learning environment. But what is the same is that the student is responsible for requesting services, providing recent documentation, making appointments and requesting accommodations for each class each semester. Remember that accommodations do not offer advantages; they just allow for a level playing field.

THE PROFESSIONAL PERSPECTIVE - FOOD FOR THOUGHT Four-year universities are scrambling to figure out how to accommodate this growing population. Two-year community colleges are even more unprepared but getting more students on the spectrum because the student can start out small. For the student, [|a dream exists]. Some schools are putting students into learning disability programs when what they really need are social etiquette classes, organizational and time management support and dorm assistance. Most of the college advisors and disability coordinators just do not have the training, the knowledge or the amount of time to properly assist these students. More and more information is available but the reality is that each student with ASD is different and has different needs. The biggest issue seems to be the social difficulties that a student encounters. Peer mentors are needed, coaches are needed and faculty needs to be trained. This takes resources, time to train staff and monetary funds.

THE STUDENT PERSPECTIVE - WHERE DO I BEGIN? Many teens want to go on to post secondary education, but they don’t really know where to begin. Many colleges and universities have programs that are tailored to meet individual needs. ABC News has an eye opening video titled, "[|Autism and High Education]." You need to find out what types of programs are out th ere and what would be the best match for you. Some of the factors that you need to consider are:

· Academics · Geographic area · Counseling (individual and group)-[|SOCIAL SKILLS GROUP] (a great example of this would be Colorado State where college students with ASD struggle to connect socially.) · Number of disability coordinators

These factors need to be brought into the high school IEP as soon as possible. You and your team need to consider your goals and begin that process early. When identifying colleges that are of interest, certain criteria need to be addressed:

· Identify supports that are needed · Identify accommodations that are needed · Disclosing disability to college (pros and cons) · Gather current documentation (needs to be recent) · Counseling needed to help with stressful situations, i.e. social issues, housing (dorm issues) and academic issues (organization and time management)

THE TRANSITION PROCESS – ACQUIRING SELF ADVOCACY AND SELF-DETERMINATION Self determination is an essential aspect of effective transition planning. It is a combination of skills, knowledge and attitudes. It involves problem solving and goal setting. In addition, you will constantly be making choices and taking risks. Self advocacy involves knowing WHEN and HOW to approach others in order to get what you want. Know your strengths, interests, preferences and challenges. Sometimes in order to get what you want, you have to disclose your disability. Your disability is a part of you. One website, [|www.autisticadvocacy.org] is a great resource for all individuals who want to learn how to voice what they want and need in life.

These are vital skills that one needs to lead a full and productive life. The websites listed below are an introduction to effective self advocacy and self determination for students on the autism spectrum who wish to succeed in college:

1. [|The Drexel Autism Support Program Self Advocacy and Social Skills], 2.[| Self Determination for Postsecondary Students]

STANDARDIZED TESTING Most colleges and universities weigh one of th ree standardized tests heavily in the admissions process: 1. SAT 2. ACT 3. SAT II (SAT Subject exams) While there are many websites for these tests, it is best to go to the primary source for each of these tests first and then view other websites to supplement them. The SAT and SAT II information can be found at [|www.collegeboard.com] and the ACT can be found at [|www.ACT.org] For some students the above can be quite favorable. But for those students with Autism, performance can be somewhat even. Many students on the spectrum are not morning people and unless you have documentation that states that you have ADD, extended time will not be given. Do your homework and get help if you need it. There are many self help books, community classes and private tutors that are available to help you study for these tests. Find out what works best for you. Keep in mind that there are many [|colleges] that do not require the SAT or ACT exams.

THE COLLEGE SEARCH First and foremost, you need to be proactive about finding the right school for you with the right support system. Wrightslaw.com is a site that offers many resources for transitioning and planning for the future. "[|Transitioning and Planning for the Future: Choosing a School, Finding Financial Aid]" is one article that students should read. Visit some schools and speak with the Director of Disability Services. Not all campuses are “autism friendly.”[| Disability Friendly Colleges] is one website that will give you a glimpse of what colleges should offer to students with disabilities. Keep in mind that sometimes unique learning styles require unique support. One can get a sense about the school’s comfortableness with autism by the content of the information that they give.

QUOTE “It bothers me when a teen or someone just talks to me about their autism. Talk to me about dinosaurs or your vacation. Too many kids get fixated on autism and not their career.” Temple Grandin Listed below are some colleges that have a program and/or supports in place for students on the Autistic Spectrum:


 * [|Marshall University]
 * [|Western Kentucky University] [[image:Autism%20Society%20logo[1].jpg width="124" height="103"]]
 * [|Fairleigh Dickinson]
 * [|Keene State]
 * [|Oakland University]
 * [|University of Connecticut]
 * [|StonyBrook University]
 * [|North Carolina State University]

In addition, there are schools that are becoming more familiar with ASD and have the staff of professionals to provide what you need. [|Transition Matters] is a comprehensive website that offers resources for students going to college as well as for college graduates transitioning into the marketplace. Make sure that you speak up and ask for what you need. Watch for the reaction of the professional and once again, do your homework. You do not want to be lumped in with someone who has a learning disability. Your needs are unique. Be your own advocate.

CHALLENGES Once you have been accepted at a school, you must now go back and meet with the Director of Disability Services. A transition plan needs to be put in place before classes begin. Visiting the school over the summer allows the school time to make arrangements for the support that you will need. This is your time to be proactive. The Disability Office will not act in the same capacity as when you were in high school with your IEP in hand. Make a list of those supports and make sure that you have the proper documentation to go with them. Don’t be shy about asking for help. This is your opportunity for success. Some of the accommodations that you might need may include:

· Preferential seating · Extended time · Note takers · Specific Technology

If possible, meet with your professors before classes begin. They will respect your honesty and willingness to go to them and ask for help. Most professors do not have a problem helping those who ask for it. If you are going to live on campus, then there are other accommodations that you might need:

· Request a single room · Request a “study floor” if you are sensitive to light and sound · Counseling · Peer mentor

Remember that you are not the only one on campus that needs help! There are many students who have made the decision to be in a post secondary institution of learning who need assistance in one way or another. "[|Preparing Students With Autism for College and Preparing Colleges for students with Autism]" by Felicia Hurewitz and Pamela Berger is a must read for those individuals who want to not just survive in college but thrive in college.

QUOTE “I spent my days as tense as a hunted animal, fearing the scornful gazes of students who shunned me like they would a person who’d committed a heinous crime. My self esteem was shattered…but why? I was guilty of being different from my peers.” Graetz and Dubin, May 4, 2010

INFORMATION NEEDED FOR SURVIVAL

The [|DO-IT] program is a wonderful resource for student survival at college. Listed below are some of the objectives for basis survival:

1. Stay in touch with disability office and your disability coordinator at all times.

2. Stay in contact with your professors. Talk to them and ask questions.

3. Attend class. Arrive on time, pay attention and participate.

4. If you fall behind, ask for help. 5. Complete all work, and turn work in on time.

6. Develop strategies and study skills that work for you.

7. Again, if you fall behind, don’t wait; ask for help.

THE FUTURE OF AUTISM While there is still no cure for autism, the [|future look much brighter]. Today we have a greater understanding of autism. Great strides in autism have made it possible for individuals to better understand this disability. Children are being diagnosed at a younger age,[| therapy] and instruction begins at a younger age, and advances have been made to improve a child's quality of life. The internet has allowed information to filter more quickly into homes of those adults who are trying to give their children a voice.

It is true that the communication skills, the [|sensory diet], the behavior, the imagination and the social interaction may be impaired, but strides in autism research have contributed to developing tools and techniques to minimize the challenges and maximize the positive results.

WHAT THIS MEANS FOR TEACHERS AND SCHOOLS As more and more children are being diagnosed with autism, more and more teachers are being trained to understand the way children with autism think and learn. Teachers are being trained to provide opportunities for the children to be challenged. They are being taught different teaching methods and attending workshops that specifically focus on teaching children with autism.

The one philosophy that all teaching professionals are taught is that a child is a child first. The goal is for each child to become the best that they can be. It is a teacher's job to help a child become the best that they can be. That does not change [|as one enters college]. Professors are taught to challenge students. They are also taught that a student is a student first. They are helping the student to become the best that they can be. The student with a disability should have the same committed team of professors who challenge their students to be the best they can be.

ADDITIONAL RESOURCES FOR SUPPORT Some resources that may prove to be invaluable to young adults and their families are organizations that are dedicated exclusively to ASD. These organizations not only give advice and support but also give the individual insight as to how they can be productive citizens, have goals and dreams and work in the community. The organizations listed below give a plethera of information so that the reader can pick and choice what is of interest to him or her:


 * 1) Autism Speaks -www.autismspeaks.org
 * 2) National Autism Association - www.nationalautismassociation.org
 * 3) Autism Research Institute - www.autism.com
 * 4) Autism Research Centre - www.autismresearchcentre.com
 * 5) AHEADD-www.aheadd.org/blog/category/transition-to-college

In addition there are a myriad of sources available to help students with Autism Spectrum Disorder in their search for the "right" college. There are hundreds to choose from. It is up to you to research, ask questions, visit and then if necessary, visit again. Hopefully you will find these sites helpful in your search:
 * [|Help Your Teen with Autism Prepare for College]
 * [|Preparing to be Nerdy Where Nerdy can be Cool: College Planning for Students on the Autism Spectrum]
 * [|Colleges Address Autistic Students' Struggles]
 * [|Preparing for College: Tips for Students with HFA/Aspergers Syndrome]
 * [|Preparing for College-Ann Palmer]
 * [|Website for College Bound Students with Disabilities]
 * [|Resources for Young Adults with Asperger Syndrome and High Functioning Autism]
 * [|ASPFI-Asperger Foundation International-College Resource Guide]
 * [|College Planning and Support Resources]
 * Harrisburg Area Community College[|-Looking for College Bound high school Students with ASD]
 * [|The Transition to College:Success for Students with Autism/Aspergers]

SOURCES

Angel, Maureen E., "Advice from Adults with disabilities on Postering Self Determination during the School Years", Council on Exceptional Children. www.cec.sped.org/Am/Template.cfm?Section=Home&Template=/MembersOnly

Claypool, Mark., "Living with Autism-Preparing to Experience College Living", Autism Speaks Organization. www.autismspeaks.org/doc/family_services_docs/collegeLiving.pdf

Erb, Robin., "Colleges Working to Help Autistic Students Adjust", Roanoke Inc. www.roanoke.com/extra/wb/155697

Hood, Grace., Autistic Kids Learn to Survive, And Thrive, In College", April 13, 2011. www.wbur.org/npr/135345982/colleges-address-autistic-students-struggles

Kruder, Jay. S, "The Transition to College: Success for Students", Autism Digest, www.autismdigest.com/

Perner, Lars., Preparing to Be Nerdy Where Nerdy Can Be Cool: College Planning for Students on he Autism Spectrum, www.professorsadvice.com

Robertson, Scott, Ne'eman, Ari., "Autistic Acceptance, The College Campus, and Technology: Growth of Neurodiversity in Society and Academics", Disability Studies Quarterly, Fall 2008,Volume 28, Number 4.

Robinson, Ricki., "Autism Solutions", www.autism-pddnet/testdump/test30877.htm

Rudy, Lisa Jo., "Going Through College with Autism: Hints and Tips", December 2007., www.autism.about.com/ad/transitioncollegejobs/a/mjohnsontips.htm

Staley, Ginger.,"Autistic Students Succeed in College", www.pioneeronline.com/features/2011/01/autistic-students-succeed-in-college

Wenzel, Christine and Rowley, Laura., "Teaching Social Skills And Academic Strategies to College Students with Asperger's Syndrome", Council on Exceptional Children, www.cec.sped.org

Diane Phelan EPSY 5140 Final Project