1. Optimizing Transition Supports for Young Adults With Autism
Lessons Learned From the Learning Academy at USF
RAISE Summit
June 26, 2017
Susan Richmond, Coordinator

2. The Learning Academy
Thirty week (2 semester) post secondary experience for young adults with ASD located at the University of South Florida
The Academy provides an opportunity for participants to develop and achieve employment goals and enhance independence

3. Learning Academy Components
Employment and job preparation
Interaction in a post secondary environment
Self-Exploration/Discovery
Relationships with USF student mentors

4. Learning Academy Format
Mixture of classwork, mentoring, internships
Classes held four mornings a week
Mandatory student mentor activities
Internships based on preferences
Students pay privately or are funded through Vocational Rehabilitation
Parent Workshop offered monthly

5. Student Outcomes A final action plan
Knowledge strengths, abilities and preferences
Strategies and techniques, to enhance employment success
Hands on experience in an internship setting
Resume
Ability to conduct career research
Job seeking skills

6. Evaluation Baseline, monthly and at the end of the program
Course content, student and family satisfaction, collaborator satisfaction, the extent to which the program is meeting its established goal
Surveys, interviews, documentation and student progress reports
Conducted a formal evaluation in 2015 to determine essential elements contributing to “student transformation”

8. Three Elements for Success
Developing knowledge and self –awareness
Opportunities to practice knowledge gained
Engaging in an environment of safety and support

9. Knowledge and Self-Awareness
“It’s like nobody really sat down and explained to some of these folks what their disability is and what that means and what it doesn’t mean, and how do you work around it and how do you make it not a big deal because it doesn’t define you. It’s just part of you, but it doesn’t define you.” (TLA Staff member)

10. Knowledge and Self-Awareness
Exploring student aptitudes and interests
Developing concrete job-seeking skills
Raising self-awareness about ASD

11. Opportunities to Practice Skills
“We know that people with autism certainly have difficulties generalizing information. So we wanted to give them the opportunity to take what you’re learning in the classroom and apply it somewhere that made a contextual fit for it, made it relevant, used it across different people and different places.” (TLA Mentor)

12. Opportunities to Practice Skills
Building skills to address traditional challenges associated with ASD
Offering opportunities for practice in real world settings

13. Engaging in an Environment of Safety and Support
“…the idea of being on a college campus with other students. It made her feel like she was just one of them. And it just sort of gave her the permission to go and explore without being afraid. And she felt very safe. She felt like this is it. Nothing’s going to happen around here and she just went for it. So she felt very safe in this kind of environment.”
(TLA parent)

14. Engaging in an Environment of Safety and Support
Taking advantage of the campus environment
Supporting parents to let go
Benefitting from the mentoring relationship

15. Suggestions for transition professionals
Take the time for Discovery
Create mentoring opportunities and relationships to offer support
Career focused mentoring

16. Questions?

17. University of South Florida
Contact Us
The Learning Academy
University of South Florida
Susan Richmond M.Ed.
(813)