Rethinking Transitions in Higher Education: Interventions for Students with Autism Spectrum Disorders (ASD)

1. Rethinking Transitions in Higher Education: Interventions for Students with Autism Spectrum Disorders (ASD) Presenters: Lauren M. Kelley, Ph.D. & Brittany C. Joseph, M.Ed.

2. Lauren Kelley, Ph.D. • Email: laurenkelley0523@gmail.com • Webpage: laurenkelley.org • Education Consultant • Brittany Joseph, M.Ed. • Instructor at Bowling Green State University • Email: bjoseph@bgsu.edu • Business email: asdeduadvocates@gmail.com Who We Are…

3. Overview & Session Objectives Section I Define Autism Spectrum Disorders (ASD) and the common challenges. Explore the prevalence of ASD and its impact. Engage in open dialogue about experiences with students with ASD. Discuss how to better understand students and meettheir diverse needs in the classroom and on campus. Analyze institutional infrastructure and financial and human resources for supporting students.

4. Overview & Session Objectives, cont. Section II Explore interventions and teaching strategies. Analyze different types of interventions and discover new interventions. Explore orientation components for students. Explore textbook and course outline suggestions. Explore current trends, tools, and strategies relatedto institutional resources (financial and human). Explore strategies for inclusion.

5. PREVALENCE The definition for the disorder continues to change Center for Disease Control & Prevention (CDC) is currently reporting that 1 in 88 children are being diagnosed with ASD Media and ASD Cuts in education

6. The most recent federal data reveals that more than ______US undergraduates have a disability on campus. • __% are students with autism spectrum disorders; 79% have been diagnosed with ADHD. What do statistics reveal about students with ASD?

7. _____children with autism will turn 18 this year, and within two years of high school, less than _ of those will have paying jobs. • Projections predict there will be ______ adults over 22 years old with an ASD in ____ What do statistics reveal about students with ASD?

8. Underemployed or unemployed adults with ASD are brought into the welfare and social service systems. • Burden on their families, on insurance companies, and on federal and state social services. What are the consequences of ignoring this issue?

9. 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?

10. Have you worked with a student with ASD? Did any of those characteristics resonate with you? Did the student disclose? How was the student received by other students?

11. 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) Supportive Learning Environments

12. What is STIMMING? Exists in the forms of: Visual Auditory Tactile Vestibular Taste Smell

13. Have you witnessed STIMMING? Let’s talk about it: Did you recognize it? Did you know what to do? What did you do? How did others around the student stimming react?

14. DISCLOSURE Including information in your syllabus about disability services Discussions in class about disability services Creating a comfortable environment where students are encouraged to disclose Laying ground rules for tolerance and acceptance

15. 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

16. 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 Creating Supportive EnvironmentsRelationship Building with Parents

17. SHOW ME THE MONEY? Campus Financial & Human Resources

18. 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 Pooling Resources

19. 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 Financial & Human Support Resources

20. Support Team for Students with ASD

21. Two-Fold Transition Model

22. 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 Supportive Faculty

23. 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) Pulling It All Together

24. Questions/Comments

25. E-book—Advocacy for Autism Spectrum Disorders in College: A Guide for Students, Faculty, and Student Services Personnel Coming soon!!!!!!!