Presentation on theme: "Supporting Students with ASD at Third Level Declan Treanor, Director of the Disability Service, Trinity College Dublin."— Presentation transcript:
Supporting Students with ASD at Third Level Declan Treanor, Director of the Disability Service, Trinity College Dublin
Presentation Aims Provide the context to this presentation Discuss ASD and University Life Explore the model of support for students with ASD at TCD from entering to graduation Students perspectives on managing college with AS
Context-Where are we now? Less supports at secondary school & third level Less information on ASD Past Increase in supports available Increased recognition and diagnosis Increased legislation Access routes to education- DARE Scheme Now & Developing
Disability2008%2009%2010%2011%2012% AS / ASD ADHD Blind / VI Deaf/HoH Dyspraxia MHC Neuro Physical SOI SLC SpLD Total DARE eligibility by disability 2008 – 2012
TCD Registered StudentsTotal Arts, H, & SS (incl TSM) Eng, Maths and Systems Health Sciences Cross Faculty Medical/SOI Mental Health Physical HOH/Deaf Visual Impairment ADHD and ADD Dyspraxia Neurological Autistic Spectrum Disorder Intellectual disability33 Speech Language21 1 SpLD Total
Trinity College Dublin Information
The Transition Secondary -v- Third Level
Third level education
ASD & University Life Living away from home (Nat. Autistic Soc, UK, 2006); New university environment is challenging; Poor organisational skills (Adreon & Durocher, 2007); Poor self-advocates, decreased leisure engagement & social participation (Gleeson, Nolan & Quinn, 2012); Leading to ↑ anxiety, stress & depression (Baron-Cohen et al, 1999, Fujikawa, et.al., 1987, Whitehouse, et.al., 2009).
Student at the centre Disability Service Counsellin g Service Unilink Health Service Student Union Tutor
Pathway’s Model of Support for Students with disabilities
Phase 1 Phase 1: Pathway to College Pre-entry, admission and the first year experience Phase 2 Phase 2: Pathway through College Building and maintaining a college career Phase 3 Phase 3: Pathway to employment Transition to further study or employment
Phase 1: Pathway to College
Dedicated Transition Website-
Pathways workshops study skills assistive technology transition to college assessment and planning self-determination and self-advocacy examinations managing stress sleep hygiene
Supporting students as they make decisions Individualised meetings with OT’s in supporting transition Open Evenings-designed for students with ASD and their parents Working with ASD Support Groups- lectures, talks
Pathways transition planning tool
Orientation days Orientation/Welcome Day for students with ASD Day Schedule –Getting to know Trinity-Being a Fresher Student –Campus Tour –Meeting the DS and SU –Being a student learner –Getting to know TCD Computers/Library –Tour of BLU Library –Questions and Answers??
Students Comments about the Day “Everything seems clearer now as a result of the Welcome Day” “I now know what I must do in the coming weeks” “I wanted to look around and learn about Trinity and I did that!” “I came to learn names and find my way around” “Between meeting important staff and being shown around I found I gained the information I wanted.”
Phase 2: Pathway through College College Life: Building and maintaining a college career…the bigger picture
Phase 2 Supports Students with ASD can avail of a number of supports in college: –Needs Assessment –Weekly individualised student centred Unilink appointments with OT –Weekly Social Leisure Group –Mock exams –Low Distraction Exam Venues –Meeting with DO-advocate; LENS etc.
Weekly Social Leisure Group
The Unilink Process 1.Referral. 2.Assessment of student-perceived need (various assessments used on a needs-basis; TSP). 3.Weekly meetings with students (or as required). 4.Contact as needed via phone, text. 5.Reports back to referral sources – all reports co-signed by student.
Interventions: what the students with ASD and therapists do in Unilink Some examples of the interventions we use are: –role playing social interactions/situations –developing non-verbal communication skills –making out timetables and setting weekly goals –developing healthy and balanced routines –helping with assignments – outline, structure, planning, research, developing study techniques –planning and organisational skills development –develop strategies to manage mental health diffiuclties
Interventions: what the students with ASD and therapists do in Unilink providing environmental management/adaptations/suggestions providing hands-on orientation of the college environment providing relaxation strategies and anxiety management providing practical help with understanding and using college systems breaking tasks down – activity analysis, chunking making suggestions for eating & snacking advocating for the student
Phase 3: Pathway to Employment
Overview Supporting students getting Internships; 2 students with Internships last year Workshops- developing CV’s, disclosure & interview skills Development of work readiness skills and managing health & wellbeing in the workplace Employment booklet developed for use with students
What is the Future in supporting students with ASD at College?? Unilink now provided in DCU, UCD, DIT & Marino To continue to provide student needs based services- listening to the voices of students & adapting to the need Encourage more & more students to think about the possibility of college life
Student Perspectives on University
Any Questions? Thank you for listening! Declan Treanor Claire Gleeson
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