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Innovative Supports for Students with Autism Spectrum Disorders transitioning to Traditional College Degree Programs

Innovative Supports for Students with Autism Spectrum Disorders transitioning to Traditional College Degree Programs. Rochester Institute of Technology Laurie Ackles, Project Director Spectrum Support Program Susan Ackerman, Director of Disability Services. The ADA….

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Innovative Supports for Students with Autism Spectrum Disorders transitioning to Traditional College Degree Programs

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  1. Innovative Supports for Students with Autism Spectrum Disorders transitioning to Traditional College Degree Programs Rochester Institute of Technology Laurie Ackles, Project Director Spectrum Support Program Susan Ackerman, Director of Disability Services

  2. The ADA… The ADA is a civil rights act, not an entitlement program. • It guarantees that students who are otherwise qualified will not be denied access simply because they have a disability. • The focus is more on whether students have equal opportunity rather than on optimizing academic success. • The intent of the law was to level the playing field, but not to tilt it.

  3. K-12 Education IDEA 504/ADA Focus is on a free and appropriate education School districts identify, evaluate, provide services Postsecondary Education 504/ADA Focus is on equal access to programs and services Students self-identify, request accommodation, submit documentation Differences in laws between High School and College

  4. K-12 Education District identifies student as needing specialized service, formally evaluates and assigns service provider IEP or 504 plan is developed and implemented CSE reviews case, student is periodically evaluated (every 3 years) Parents are fully involved Postsecondary Education Student self-identifies, requests accommodation, submits documentation Service coordinator reviews request and recommends accommodations as required A document is created that verifies recommended accommodations; it is given to faculty *This is not an IEP or 504 plan* Student works with faculty to make use of accommodations Delivery of Services

  5. How the college knows the student is disabled… The process of qualifying as disabled under the ADA requires current, detailed and professional documentation. • In general, documentation should include: • Diagnosis • Description of current level of functioning • Suggestions for accommodation

  6. Documentation, more specifically Check with the college for specific “documentation guidelines” • Autism spectrum: psych, neuropsych, letter from treating professional • Learning Disabilities: a recent psychological evaluation • ADHD: recent psychological evaluation or letter from treating physician • Medical conditions or mental health: letter from treating physician or professional • Deaf / hard of hearing: audiogram • An IEP or 504 plan is generally not sufficient • Send this info to the Disability Office; do not send with the college application

  7. MCC, GCC, FLCC: “Services for Students with Disabilities” U of R: “Learning Assistance Services” RIT: “Disability Services Office” SUNY Geneseo, St. John Fisher: “Office of Disability Services” “Special Services”, “Office of Special Needs”, “Student Support Programs”, “Accommodative Services” What is that office called that services students with disabilities?IT VARIES AMONG INSTITUTIONS

  8. Triad of ASD Co-morbid: Anxiety, Depression, ADHD, OCD, Tourettes, Digestive Disorders

  9. Challenges for College Students with ASD • Communication • Social Connections • Mental health • Independent Living/Dorm Life • Self-Advocacy • Academic • Conduct issues

  10. Services for college students with ASD SHOULD… • Be Strength based • Be Individualized • Be Developmental in Nature • Meet Academic, Social and Cultural Needs • Create a “web” of support • Be Proactive • Facilitate a campus wide culture of acceptance and understanding

  11. RIT Model for Support • Peer Coaching • Case Management • Staff/Faculty Training • Social support • Career Transition Support • Referrals

  12. SSP Program • 2008-2009 (pilot): Served 12 students • 2009-2010: Served 19 students (7 returning, 12 new) • 2010-2011: Served 43 students (14 returning, 29 new) • 48% were first year students at RIT • 60% used Peer Coaching services • 88% residential students • 86% male • 19 of 43 (44%) are from NY, 1 international student, many from northeast, FL, TX, GA, WI

  13. SSP Students AY 2010/11

  14. Other Interesting things to note… • 5 SSP students are deaf/hoh • Most first year students receive at least weekly support from home, many daily (phone call, skype, weekend visits) • Many of our students end up sharing residential space after their first year. • SSP provides a sense of community, belonging, social integration

  15. Program Challenges • Peer Coaching- change yearly, power relationship, mostly females • Time commitment for Case Management • Serving Deaf/HOH • Training/Connecting with Faculty • Negotiating the classroom experience • Defining success in non-traditional ways • Continuity of program- resource intense • Support vs. dependence

  16. Future Directions • Pre-Orientation Program • Use of Upper Class students as mentors • Autism Spectrum Alliance for STEM in HE • Wellness course using Improvisation to practice social skills • Incorporating “Social Thinking” skill development

  17. Q & A

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