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)