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

 Lauren Kelley, Ph.D.   Webpage: laurenkelley.org  Education Consultant  Brittany Joseph, M.Ed.  Instructor at Bowling Green State University   Business Who We Are…

Section I ① Define Autism Spectrum Disorders (ASD) and the common challenges. ② Explore the prevalence of ASD and its impact. ③ Engage in open dialogue about experiences with students with ASD. ④ Discuss how to better understand students and meet their diverse needs in the classroom and on campus. ⑤ Analyze institutional infrastructure and financial and human resources for supporting students. Overview & Session Objectives

Section II ① Explore interventions and teaching strategies. ② Analyze different types of interventions and discover new interventions. ③ Explore orientation components for students. ④ Explore textbook and course outline suggestions. ⑤ Explore current trends, tools, and strategies related to institutional resources (financial and human). ⑥ Explore strategies for inclusion. Overview & Session Objectives, cont.

① The definition for the disorder continues to change ② Center for Disease Control & Prevention (CDC) is currently reporting that 1 in 88 children are being diagnosed with ASD ③ Media and ASD ④ Cuts in education

What do statistics reveal about students with ASD? ① The most recent federal data reveals that more than ______US undergraduates have a disability on campus. ② __% are students with autism spectrum disorders; 79% have been diagnosed with ADHD.

What do statistics reveal about students with ASD? ① _____children with autism will turn 18 this year, and within two years of high school, less than _ of those will have paying jobs. ② Projections predict there will be ______ adults over 22 years old with an ASD in ____

What are the consequences of ignoring this issue? ① Underemployed or unemployed adults with ASD are brought into the welfare and social service systems. ② Burden on their families, on insurance companies, and on federal and state social services.

 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?

① Did any of those characteristics resonate with you? ② Did the student disclose? ③ How was the student received by other students?

Supportive Learning Environments  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)

Exists in the forms of: ① Visual ② Auditory ③ Tactile ④ Vestibular ⑤ Taste ⑥ Smell

Let’s talk about it: ① Did you recognize it? ② Did you know what to do? ③ What did you do? ④ How did others around the student stimming react?

① Including information in your syllabus about disability services ② Discussions in class about disability services ③ Creating a comfortable environment where students are encouraged to disclose ④ Laying ground rules for tolerance and acceptance

Creating Supportive Environments  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 Relationship Building with Parents  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

Campus Financial & Human Resources

Pooling Resources  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

Financial & Human Support Resources  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

ASD Student ParentsFaculty Disability Services Peer Mentor Advisors College Staff Student Conduct Office Peers CounselorsTherapists

Orientation sessions Guided campus tours Alignment with assigned peer mentor Support team meetings Summer Orientation Register for semester Introduction to faculty and advisors Build transition plan for semester Registration & Transition Plan Support for ASD students as they transition into college life First Year Experience Course

Supportive Faculty  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:

Pulling It All Together  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)

Questions/Comments

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