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Emerging Practices for Supporting Students on the Autism Spectrum in Higher Education:
A Guide for Higher Education Professionals
EmergingPracticesforSupportingStudentsonthe AutismSpectruminHigherEducation: AGuideforHigherEducationProfessionals
L eadInstitution
RochesterInstituteof Technology
CollaboratingInstitutions
EasternUniversity
MercyhurstUniversity
RutgersUniversity--NewBrunswick
The Universityof TennesseeatChattanooga
Universityof WestFlorida
WesternKentuckyUniversity
Consultant
College AutismSpectrum
GuideContributors
Laurie Ackles,Director,SpectrumSupportProgram,RochesterInstituteof Technology
MartyBoman,Director,Kelly AutismProgram, WesternKentuckyUniversity
Jane ThierfeldBrown,Co-founder,College AutismSpectrum
DouglasCornman,Coordinator,CollegeSuccessProgram,EasternUniversity
PamelaLubbers,ProgramCoordinator,CollegeSupportProgram,RutgersUniversity–NewBrunswick
BradMcGarry,Director, AspergerInitiativeatMercyhurst,MercyhurstUniversity
MichelleRigler,Director, The MosaicProgram, The Universityof TennesseeatChattanooga
OtherContributors
NicoleBoulais,RochesterInstituteof Technology
JoshuaBauroth,RochesterInstituteof Technology
LornaBusch,RochesterInstituteof Technology
VanneeCao-Nguyen,Director,StudentDisabilityResourceCenter,Universityof WestFlorida
Disclaimer; The viewsandideasexpressedhereinarethoseofthecontributors anddonot
necessarilyreflectthoseof AutismSpeaksor any otherinstitution.
Fundingforthispublicationprovided by the AutismSpeaksFamilyServicesCommunityGrant.
TableofContents
WhatIs AutismSpectrumDisorder? ............................................................................2
UniqueStrengthsandChallengesofCollegeStudentswith ASD .................................3
ExecutiveFunctioning AcademicSkills Self-Care SocialCompetence Self-Advocacy CareerPreparation
UniqueOpportunitiesandChallengesintheCollegeEnvironment .............................5
RightsandResponsibilities IndependentFunctioning
Taking Action:MitigatingStudentandEnvironmentalChallenges................................7
IndirectSupport:Creatinga WelcomingandSupportiveCampusClimate Raising Awarenessand Acceptance TrainingtheCampusCommunity DevelopingCampusExpertise EnhancingExistingProgramsandServices
DirectSupport:Developing TargetedServicesforStudentswith ASD CoachingandMentoring TargetedInstruction TransitionProgramming SupportedLiving SocialProgramming StudentEmpowerment
Identifying a Campus Response to Support Students with ASD..................................12
GettingStarted: Assemblinga TaskForce IssuesofDisclosure
ProfessionalDisclosure StudentDisclosure
ConsiderationsfortheDevelopmentofaComprehensiveProgramModel EstablishingProgram AdmissionCriteriaandIntakeProcess ProgramStaffing ProgramFunding EvaluatingProgramSuccess
SupportModelPlanning Worksheet...........................................................................18
References .................................................................................................................23
ExistingComprehensiveProgramModels...................................................................24
What Is Autism Spectrum Disorder?
Currently,onlyalimitednumberofcollegesacrossthenationoffer specializedsupportsthat addresstheneedsoftheincreasingnumberofcollegestudents ontheautismspectrumpursuingpostsec-ondarydegrees.However,the1in125childrendiagnosedwithanautismspectrumdisorder(ASD)in 1996arestartingtoarriveatcollegecampuses,andmorerecentnumbersindicatethe diagnosisratehas risento1in68, over halfofwhomwill have averageor above averageintellectualabilityandbecollege-bound(CDC,2014). Thesedramaticallyincreasingnumberswithinhighereducationwillchangethena-tureof how wesupportstudents, yet thereisalackofinformationavailableconcerningeffectivesupport models. To addressthescarcityofinformation, thisguideincorporatestheideasandsuccessfulpractices ofhighereducationprofessionalsatpostsecondaryinstitutions who have workedwiththeiruniversities toestablisheffectivesupportsforstudentswith ASD. Itisthegoalofthiscollaborativeefforttofacilitate thedevelopmentofpostsecondaryinitiativestoensurethatstudentswith ASDwillfindsupportincampus communitiesnationwide. Thisguidewillprovidehighereducationprofessionalswithasystematicand practicalresourcetoguidetheminthedevelopmentofauniversityspecificsupportmodelforstudents with ASD.
What is Autism Spectrum Disorder? The two maindistinguishingfeaturesofautismspectrumdisorder(ASD) aredifficultywithsocial
communication,andrestricted,repetitivebehaviorsorinterests(DiagnosticandStatisticalManualof MentalDisorders;DSM-V,2013).Characteristicscommoninautismspectrumdisordersincludeareli-anceonrigidroutines,heightenedsensitivitytosensorystimuli,anddifficultyregulatingand expressing emotions. Thesetraits, which areunderstoodto have aneurodevelopmentaletiology,varygreatlyinpre-sentationandintensity,makingthisahighlyheterogeneouspopulation. Thisheterogeneityisalsoreflect-edintermsandlabelsused over time. For example,theterms Asperger’sSyndrome(AS)andhighfunc-tioningautism(HFA) have historicallybeenusedtoreferencethoseonthespectrumwith mildautistic traits. ASD was officiallyrecognizedasadiagnosisinthe1990s,after which theincidencehascontinued torisedramatically. The recentsurgeindiagnoses(to1in68) may beduetoarisingawarenessof ASD, broaderdiagnosticcriteria, or, assome have speculated,possibleexposuretobiologicalandenviron-mentaletiologicalfactors(Boyd&Shaw,2010). Whatevertherootcause,thegrowingprevalenceof ASD coupledwithincreasesinK-12supportsforthispopulationhas resultedinrapidlyincreasingnumbers of studentswith ASDenteringpostsecondaryinstitutions. Whilethesestudentsareoftenintellectually capableofmasteringcollegelevelcoursematerial,thechallenges which stemfromthecommoncharac-teristicsof ASDcanposesignificanthurdlestothesuccessfulcompletionof apostsecondarydegree.In addition,itisimportanttonotethatmanystudentswith ASDenteringcollegealsofallinthetraditional 18-25yearoldcollegecohortandbringwiththemthesamedevelopmentalchallengesfaced by their peerswithout ASD(typicallydevelopingpeers). Theseincludeidentity,cognitiveandmoraldevelopment challenges. Therefore,itisessentialtokeepinmindthecommondevelopmentalneedsofthisagegroup whileunderstandingthedistinctneedsofthispopulationin ordertohelpthemsucceedinpostsecondary education,pursuetheircareergoals,andcontributetothediverseandskilledworkforceofthefuture.
It is the goal to ensure that students with ASD find support in campus communities nationwide.
3
Unique Strengths and Challenges of College Students with ASD
Unique Strengths and Challenges of College Students with ASD Individualswith ASDpossessuniquestrengthsthatcanhelpthemexcelin academicsaswellas
otherliferealms. Thesecharacteristicsoftenincludeahighmotivationtolearnwithinfocusedareasof interest,apropensityforvisuallearning,skilledrotememory,andsuperiormathskills.Inaddition,they bringadiverseperspectivetoproblem-solving,canbemeticulousaboutperfectingtheir work, have an eye fordetail,andoften have auniquelylogical way ofthinkingthataffordsthemtheabilitytoarriveatpracti-calsolutions. Whilestudentswith ASDarriveatcollegewithmanyfavorablequalities,certainskillsetsare typicallyunderdevelopedandthereforenegativelyimpactthetransitionintoandpersistencethoughcol-legeaswellastheirpost-collegeplacementintheworkforce. Theseskillsets have beencategorizedand groupedintosixdomainsinordertohelpthereaderbetter understandtheprominentareasofchallenge andultimatelytoassisthighereducationpersonnelinchoosingpracticesthatmightmosteffectivelyhelp studentswith ASDreachtheirpotential. The sixdomains, which have beenidentified by reviewingexisting literatureand by consultingwithexpertsinthefield,include: ExecutiveFunctioning, AcademicSkills, Self-Care,SocialCompetence,Self-Advocacy,andCareerPreparation.
Executive Functioning Executivefunctioningreferstothecognitiveprocessesthatallowforgoal-directedactivity.
Theseprefrontalcortexcapacitiesincludeorganization,workingmemory,complexproblemsolving, sustainedattention,andself-regulation(Parker,D.R.&Boutelle,K.,2009).Deficitsinexecutivefunction-ingcanmakedailytasks,suchasorganizingacademicwork,challengingandcanalsomakeitdifficultto controlemotionalandbehavioralimpulses.
Individualswith ASDpossessvaryingdegreesofexecutivefunctioningdeficit, which canmakeit difficulttoadapttotheorganizationalaspectsofindependent livingandself-directedlearningrequiredfor collegesuccess. Whileoftenfullycapableofmasteringcoursecontent,these studentssometimesstruggle tocarryouttheactions(e.g.,planning,prioritizing) necessarytoinitiateandcompleteacademicwork. Duringhighschool,consistentsupport,oversightandguidancefromfamilyand/orschoolpersonnel may have facilitatedsuccess;however,inthepostsecondaryworld,theseexternalsupportsareoftenlimitedor nolongerreadilyavailable.
Academic Skills Academicskillsrefertospecificstrategiesandtechniquesthatenablesuccessfullearningandaca-
demicprogress.Examplesincludetestpreparation,note-taking,textbookreading,library/researchskills, writingcompetency,andworkingwithinone’slearningstyle.
For alltransitioningcollegestudents,aninitialadjustmenttothe rigorofcollege-levelcoursework iscommonandexpected. Typicallydevelopingstudentsadapt by monitoringacademicprogressand applyingnew studytacticswhennecessary.Ontheotherhand,studentswith ASD,manyofwhom have successfullynavigatedhighschoolacademicswithrudimentaryacademicstrategies,canstrugglewitha rigidtendencytostickwiththefamiliar. Thistendencycanlimittheflexibilityneededtochangelearning methodsandapplynewstrategiesinresponsetovariedteachingstylesordiverseacademicdisciplines. Althoughtheyoftenpossessstronglanguageskills,college studentswith ASD may strugglewithcollege-levelwritingduetoproblemswithorganization,abstractlanguage,andperspectivetaking,aswellas practicallimitationsresultingfromunderdevelopedfinemotorcoordination. Withoutspecificinstruction intheseareas,studentswith ASDcanstrugglewithlearningandapplyingthestrategiesnecessaryforaca-demicsuccess.
Self-Care Self-careinvolvesmaintainingone’spersonalwellness,includingsleep,hygiene,exercise,nutri-
tion,sensoryintegration,stressmanagement,medicationmanagementandbudgeting. Inessence,this domaincorrespondstocultivatingoptimalwell-beingandtakingresponsibilityforone’shealth.
Whilethetransitionfromchildhoodtoadulthoodrepresentsatimein which individualsgradually takeownershipofprovidingfortheir own needs,studentswith ASD may needadditionaltimetode-velopindependenceintheareaofself-care.Studentswith ASD frequentlystruggletomaintainconsistent
4
Unique Strengths and Challenges of College Students with ASD
hygieneandsleeppatternsand may have difficultyindependentlymanagingmedicationsnecessaryfor focusandstabilityofco-occurringconditionssuchasattentiondeficitdisorders,anxiety,anddepres-sion.
Asaresult,studentswith ASD may struggletofunctionadequatelyenoughtomeetexpanding academicresponsibilities.Collegelifeisalsofullofnewand variedstimuli(e.g.,firealarms,crowded dininghalls,constantsocialization,etc.)thatmakeit particularlydifficultforthosewithsensoryintegra-tionchallenges. Withouteffective ways tohandlesensoryoverloadandotherstressors,studentswith ASDcanbecomeoverwhelmedand may resorttofamiliarself-soothingtendencies,suchasrockingor pacing. Thesetendenciescouldbeperceivedassociallyinappropriate,leadingstudentswith ASDto becomeincreasinglyisolatedfrompeers.
Social Competence Socialcompetencereferstotheabilitytorelatetoothersand isaffected by how anindividual
understandsandrespondstoverbalandnonverbalcommunication.Includedinthisdomainarethe interpretationofothers’thoughtsandfeelings,social reciprocity,andcomprehensionoflanguage pragmatics(Tager-Flusbert,1999).Inessence,socialcompetenceistheability togetalongwithothers; acriticalskillforestablishingandmaintainingpersonaland professionalrelationshipsbothduringand afterthehighereducationexperience.
Whilemostpeopledevelopmasteryoftheintuitivenatureofsocialinteractioninearlychild-hood, thoseontheautismspectrumoftendon’tformthesameunderstandingofsocialrelatednessor possessthesamesocialskillset(Stichter,et.al,2010). Thisdeficitmakesnavigatingthesociallyladen atmosphereofcollegeparticularlydifficultforstudentswith ASD.Challengeswithinitiatingconversa-tionsandtheinabilitytoreadsocialcuesleadstofailed attemptstoconnectwithpeersandultimately contributestoisolationandloneliness.Studentswith ASDalsotendtointerpretcommunicationliter-ally,makingitdifficulttounderstandsarcasm,aswellassocialandclassroomnorms. Additionally, studentswith ASDoftenpossessexcellentvocabulariesandcanappearhighlyarticulate, which can leadothers(peers,faculty,oradministrators)tomisinterpretsocialdifficultiesasdisrespector indiffer-ence.
Self-Advocacy Self-advocacyreferstoknowingandcommunicatingone’sneedswhileunderstandingcorre-
spondingrights,responsibilitiesandresources(Brinckerhoff,L.C.,1994).Paramounttosuccessinthis domainareself-awareness,thecapacitytoanticipatechallenges,andtheabilitytoaccessappropriate resources.
Throughouttheprimaryandsecondaryeducationalprocess, parentsand/orschoolpersonnel oftenidentifyandplansupportsforstudentswith ASD,providinglittleopportunityforthesestudentsto develop and practice the self-advocacy skills necessary at the college level. This becomes a challenge in thecollegeenvironmentastheprocessforrequestingaccommodationsand accessingsupportservices requiresassertiveindependentactiononthepartofthestudent. Additionally,difficultieswithplanning, personalflexibility,andsocialcommunication,makeithardforstudentswith ASDtorecognize how andwhentoaskforhelp,oftenresultinginafailuretoaccess adequateandtimelysupport.
Career Preparation Careerpreparationreferstovocationalexploration,thejobsearchandapplicationprocesses,
aswellasgainingappropriateworkexperience.Includedinthisdomainaretheskillsofnetworking, resume-writing,interviewing,andnavigatingthesocialworldofwork. The importanceofcareerdevel-opmentduringthecollegeyearscannotbeunderestimatedgiventhatsecuringfulfillingemploymentis oneoftheultimategoalsofhighereducation.
Whilepostsecondaryinstitutionsareintegratingcareerpreparationinitiativesatearlierstages ofthecollegeexperience,theseinitiativestypicallyfailtoaddressthespecificchallengesofindividu-alswith ASD, who oftenfindthemselvesunderemployed(Wehmanetal.,2014).Collegeeducated
5
Unique Opportunities and Challenges in the College Environment
studentsontheautismspectrum may struggletotransferknowledgeandskillstoemploymentsettings.In addition,theirsocialinteractionstylecanunderminetheirchancesofsuccessinaninterview,wherecan-didatefitisoftenbasedon“soft-skills”(e.g.,personalcharacteristicsandinterpersonalrelations)rather thanmeasurableskillsoreducationalbackground.Oncehired,theindirectsocialcontextofworkcanbe confusingandsensoryintegrationissuescanmakeitdifficulttofunctioninworkenvironmentswithout appropriateaccommodationsandsupportivemanagement.
Eachindividualstudentwith ASD,liketheirtypicallydevelopingpeers,enterscollegewith a uniquesetofstrengthsandchallenges. The domainsdescribed above representsomeofthemost prevalentareasofconcernasstudentswith ASDtransitionintoandstrivetofindsuccessincollegeand beyond. Additionally,it’simportanttoconsidertherealitiesofthecollegeenvironmentthat may present furtherchallenges,addingtothedifficultiesthatsomestudents have inearningapost-secondarydegree. Someofthesefactorsareaddressedinthefollowingsection.
While students with ASD arrive atcollege with many favorable qualities,certain skill sets are underdeveloped.
Unique Opportunities and Challenges in the College Environment Institutionsofhighereducation have developedsupportstructuresandcommonpracticesin
responsetothevaryingneedsofcollegestudents. For example,manycolleges have writingcentersto aidstudentsinthedraftingprocessforcourseassignments,tutorservicestoassist studentsinmastering college levelcontent,andcounselingcenterstoaddressthementalhealth needsofstudents.Campus disabilitycentersensureequalaccessforstudentswith disabilitiesandmulticulturalcentershelpenhance thecollegeexperienceforstudentsfromdiverseethnicandculturalbackgrounds.Evenwitharobust frameworkofservices,studentswith ASDoftenstruggletoadjusttothecomplexitiesofnavigatingacol-legesystemandthereforedon’tbenefitfromthetraditionalsupportstructures. Addingtothechallenge forthispopulationisadjustingtothecomplexshiftfromhigh schooltocollege. Thistransitionincludes changesinlegalmandatesthatimpactastudent’srightsandresponsibilitiesaswellasadjustmentstoa newandincreasedlevelofindependentfunctioning.
Rights and Responsibilities The rightsandresponsibilitiesforstudentswithdisabilitieschangeconsiderablyuponentering
postsecondaryeducation.Inhighschool,theIndividualswithDisabilitiesEducation Act(IDEA)empha-sizesstudentsuccess,andguaranteesafreeandappropriateeducationintheleastrestrictiveenviron-ment.Schooldistrictstakeresponsibilityforidentifyingstudents’ needs,determiningmodificationsand implementingaplanforsuccessbasedonastudent’sIndividualizedEducationPlan(IEP).Inhighschool, accommodations may includesignificantmodificationstocurriculum,testingformat orgrading. Addi-tionally,schooldistricts cover thecostofevaluationanddocumentationandparentsorcaregiversplaya primaryroleasadvocates.
Uponenteringcollege,IDEAisreplaced by supportfromcivilrightsmandates,the Americans withDisabilities Act(ADA)of1990, ADA Amendments Actof2008andSection504oftheRehabilitation Actof1973, which emphasizeaccesstoeducation.Postsecondarystudentsmustseekoutservices by self-identifyingasastudentwithadisabilitytothe appropriateoffice,providingdisabilitydocumentation andsubmittingarequestforaccommodations. Whileparentsplayanimportantroleinpreparingtheir
6
Unique Opportunities and Challenges in the College Environment
studentsforthecollegeexperience,studentsmustinitiatethe accommodationsprocessandcommuni-catetheir own needs,withlimitedparentalsupport. Accommodationsinthecollegeenvironmentdonot altercourseworkordegreerequirementsandaremeantonlytoremovebarriersandensurethatanother-wisequalifiedstudenthasanequalopportunitytoparticipate inacademicprogramswithlittletailoring toindividualneeds(Thomas,S.B.,2000).
Inadditiontochangesinlegalmandates,there may alsobepracticaldifferencesinthe way servicesareofferedinhighereducation. Whilesomesupports may beofferedintheformofapproved accommodations,otherneedsarecommonlyaddressedthrough self-accommodationor may becovered by noncompulsory,supplementalstudentservices. For example,astudent who receivedanaccommoda-tionforpreferentialseatinginhighschool may beexpectedtoarrivetoacollegeclassearlytosecure apreferredseatlocationontheirown. For somestudents,theaccommodationsreceivedaspartofa highschoolIEP may notbedeemedreasonableinthecollegesettingand may insteadbeaddressed by non-mandated,supplementalsupportservicesinthe postsecondarysetting. For example,astudent who receivedhomeworksupportorindividualizedinstructionfromaspecialeducationteacherorpersonal aid aspartofanIEP may notreceivesuchsupportasanaccommodationincollegebutinsteadwillbe expectedtoseekoutthetutoringoracademicsupportservices availabletothegeneralcampuspopula-tion. Whileinstitutionsofhighereducation have developedpathwaysandsupportstomeet ADA require-mentsforstudentswithdisabilities,someoftheunique supportstypicallyneeded by studentswith ASD areoftennotaddressedwithinatraditionalaccommodationsorcollegesupportservicesframework. For example,traditionalaccommodationsandservicesdonottypicallyaddress thesocialdeficitsorskill developmentthatmighthelpenhancetheparticipationand performanceforstudentswith ASD.
Notonlyaresupportslessenedanddecentralizedfromhighschooltocollege,butbehavioral expectationsandconsequencesfornoncompliancealsodiffer. For example,IDEArequiresthatastu-dent’sdisabilitybetakenintoaccountwhenconsideringdisciplinaryactionresultingfromaviolation of theschoolcodeofconduct. Thisisnotthecaseinhighereducation,wherestudentsfoundinviolationof conductrulesareheldfullyaccountablefortheirbehaviorregardlessofdisability. Thiscanbeespecially problematicforstudentswith ASD who may have difficultyrecognizingsocialnormsandunderstanding behavioralexpectationsand may strugglewithfunctioningappropriatelyinlessstructured collegeenvi-ronments.
Independent Functioning Beyondissuesofdisabilitymandatesandexpectationsforsupport services,studentswith ASD
strugglewiththeincreasedneedforindependentfunctioning requiredinacollegeenvironment. While theindependentlivingrequirementsofcollegecanbeadifficultadjustmentfor allstudents,studentswith ASD may find the transition especially challenging as they face independence from caregivers and educa-tional professionals who have assisted them in meeting many of their daily needs. College students, work-ingtowardbecomingfullyfunctioningadults,areexpectedtotake moreresponsibilityfornavigatingthe environmenttomeettheir own needs. For studentswith ASD, who areaccustomedtoamorecentralized highschoolsupportstructure,independentlymaintainingpersonalcare routines,managingmedications, organizingdailyschedulesandappointmentsandseekingoutneededresourcesinamoredecentralized collegeenvironmentcanbeoverwhelming.
Collegeisasocially-ladenenvironmentandthereforedifficultforindividuals who have beende-pendentonadultstoassistwithpeerconnections.Lagging behindtheirtypicallydevelopingcounterparts inemotionalandsocialdevelopment,studentswith ASDcanbeperceivedasnaïveandbevulnerable tobullying. Withminimaladultmonitoringofpeerinteractionswithinpostsecondarysettings,victimiza-tionofthosewith ASDcanbecommon.Suchchallengesareespeciallyprominentinresidentialcolleges wherestudentsexperiencehighlevelsoffluidsocialinteractionandlargeamountsofunstructuredand unsupervisedtime. For studentswith ASD,unanticipatedsocialandlivingchallengesdistractfromthe learningprocessandcannegativelyimpactsuccessintheclassroom.
The realitiespresentedasaresultofchangingrightsandresponsibilitiesandrequirementsfor increasedindependentfunctioning,makethetransitiontoandsuccessincollegeespeciallychallenging forstudentswith ASD.Significantcollegeresourcesaredevotedtosupportingallstudentsthroughthe
7
Taking Action: Mitigating Student and Environmental Challenges
collegetransitionprocesswithstandardinitiativessuchasfirst-yearseminars,academicsupports,and cocurricularprogrammingopportunities. Whilethiscommitmenthasbecomeacommonfeatureacross highereducationandistheresultofmanyyearsofrepetitionandrefinement,thereisagrowingneedto modifystandardpracticesorcreatespeciallydesignedsupportstomeetthe uniqueneedsoftheincreas-ingpopulationofstudentswith ASD.
The scarcity of targeted support services has a negative impact on the outcomes for students with ASD on college campuses.
Taking Action: Mitigating Student and Environmental Challenges Asoutlinedintheprevioussections,studentswith ASDoncollegecampusestodayfaceamyriad
ofchallengesbasedondiscrepanciesbetweentheuniqueneedsof theindividualandthecustomary collegeenvironmentsupports. Thissectionoftheguideservestooutline ways in which collegescan worktomitigatethebarrierstosuccessforstudentswith ASD. NOTE: The specific recommendations and examples provided are based on the practical experience and successful outcomes from the collaborating institutions and contributors to this guide.
Whetherstemmingfromindividualorinstitutionalrealities,thechallengesfacingstudentswith ASDcanbecomplexandmostinstitutionslackadequateand/orintentionallydesignedassistance. The scarcityoftargetedsupportserviceshasanegativeimpactontheoutcomesforstudentswith ASDon collegecampuses,makingitdifficultforthemtoreachtheirpotentialasindependentemployedadults (Gerhardt&Lainer,2011). Emergingpracticesdictatethatensuringthesuccessofstudentswith ASDin higher educationrequires two typesofsupports:thosethatindirectlyimpactstudent outcomes by cre-atingawelcomingandsupportivecampusclimate;andthosethatdirectlyassistindividualswith ASD throughspecificservices. Buildingamoreinclusiveandacceptingcampuscommunitycan have asub-stantialimpactontheexperienceandsuccessofstudentswith ASD.Furthermore,studentswith ASDwill onlybenefitfromspecializeddirectsupportswhenimplementedwithinacampusculturethatembraces themasimportantmembersofthecampuscommunity.
Indirect Support Creating a Welcoming and Supportive Campus Climate
Oneofthebest ways toimprovetheexperienceandlearningoutcomesforstudentswith ASD isthroughapositiveshiftinthecampusclimate,withafocusoninfluencingthe broadercommunity’s attitudesandunderstandingofwhatstudentswith ASDbringtothecampuscommunity. Thisapproach benefitsallstudents,includingstudents who may sharesomeofthecharacteristicsofthoseontheautism spectrum,orthosediagnosedwith ASD who choosenottodiscloseoridentifythemselvesassuch.Shift-ingcampusculturecanbeanarduoustaskandrequiresa long-termandsustainedcommitment–but developingafocusononeorallofthefollowingareashasbeenshowntoestablishafoundationforthis change.
8
Taking Action: Mitigating Student and Environmental Challenges
Raising Awareness and Acceptance Indirectlysupportingstudentswith ASD by creatingasupportivecampusenvironmentcanbegin
withawareness-raisingeventsandintentionaleffortstoincreaseunderstandingand acceptance. Thereis an overall movementinhighereducationtobemoreproactiveinintegratingpopulations who aretradi-tionallyunderrepresentedoncampuses. A move towardsincludingpeoplewithdisabilitiesasaformof humandiversitycanbeaplatformforincorporatingunderrepresentedgroupsintomulticulturalcelebra-tionsanddiversityappreciationevents. Autism AwarenessMonth(April)canbeavenueforeducatingthe campuscommunitythroughspecialevents,presentationsandthoughtfuldiscussionsled by guestspeak-ers,students,orsiblingsofthoseontheautismspectrum. Campuscommunitymembersinterestedinpro-vidingsupporttostudentswith ASD may alsobenefitfromtheimplementationofallyorsupportgroups, creatingaplacewherememberscanshareexperiences,gaingreaterunderstanding andhelppromote positivecultural change.Mediaexposurehighlightingtheachievementsofindividualswith ASD canalsoenhancecommunityawarenessatlittleornocost.Campuslifeleadersandothers who plan communityeventsshouldbeencouragedtoimproveinclusivityintheireventplanning by considering theneedsofthosewithsensoryandenvironmentalsensitivities,allowingstudentswith ASD tobemore fullyincludedinbroadeducationalandsocialexperiences.
Training the Campus Community Anothereffectivemechanismthatservesasabasisforaninclusivecollegeenvironmentis
campus-widetraining, which hasbeenusedinsupportofmanydiverseinitiativesacrossacademia.Such trainingcanbutneednotbemandatoryinnature. To ensurehigherleveladministrativesupportfortrain-ing,theseinitiativescanbeginwithdirectors,administrators,andmanagers;andworkdowntoinclude all who servestudents(e.g.,labinstructors,teachingassistants,tutors,academicadvisors,campuspolice officers,“front-line”officestaff,admissionsofficers,financial aidcounselors,campushealthprofession-als, etc.) Position-specific training helps staff understand the types of situations they may encounter within theirroles;writingtutors may needtochangetheirapproachforstudents who struggletograspdiverse viewpoints;andcafeteriastaffcanbemore aware ofdietarysensitivitiesandfoodaversions.
Ideally,campus-widetrainingwilloccurannuallyforsomegroups(e.g.,residence lifeandstu-dentorientationstafftraining),oronanas-neededbasisforothers(e.g., departmentalrequestsanddivi-sionlevelmeetings),orit may taketheformofatrainingpacket,sharedelectronically,thatincludesitems suchasfactsheets,trainingvideosandlinkstorelevantarticles.Providingongoingprofessionaldevelop-ment opportunitiesallowsfortheinclusionofnewemployeesandthosehiredonatemporarybasis(e.g., adjunctfaculty), who may have limitedaccesstouniversitytrainingresources.
There are many effective strategies for the delivery of such training, including helping participants considertheir own personalconnectionstoautism.Identifyingpersonal connectionsallowsparticipants tomoreeasilyrelatetothechallengesandrealitiesforcollegestudentswith ASD, which canincrease empathyandpositiveperceptions. Additionally,studentswith ASDorthosewithsiblingsontheautism spectrumcanbebroughtintothetrainingprocesstosharefirst-handexperiences. Anopendialogue format,managedwithappropriatesensitivity,encouragestraineeparticipationandisabeneficialmethod ofemphasizingthestrengthsofthe ASDpopulationinadditiontoaddressing any stigmasassociatedwith autism.
Facultytraining,specifically,canalsoincorporatethebenefitsofstrongpedagogicalmethodolo-gyandeffective,inclusiveclassroommanagementthatwillpositivelyimpactallstudents. Trainingshould focusonassistingfacultyinunderstandingtheimportanceof directcommunication,includingtheuseof
Some of the unique supports needed by students with ASD are not addressed within a traditional accomodations or support services framework.
9
Taking Action: Mitigating Student and Environmental Challenges
detailedsyllabi,concretelanguageandclearfeedbackwhenworkingwithstudentswith ASD. Facultyshouldbetrainedtoconsiderthepotentialforsomeflexibilityinthedeliveryofassignedcourse work(e.g.,alternativestopublicspeaking),aswellasideasrelatedtothe facilitationofgroupwork(e.g., designatingclearrolesandmonitoringprogress). Additionalrelevantpracticesmightincludeincorporat-ingastatementintothesyllabusthatreflectsarespectfordiversityandinclusiveness,utilizingavariety ofcontentpresentationmethodstoaddressavarietyoflearningstyles. Trainingmightincludeproviding facultywithtipsforstructuringclassroomdiscussions.
Throughoutalltraining,facultyandstaffshouldbereassuredthatsupporting studentswith ASD doesnotequatetoprovidingspecialprivileges.Nomodificationstotheeducationalstandardsorcourse requirementsarerequired;however,directandsupportivefeedbacksurroundingexpectations,including thoseforappropriateclassroombehavior,cansignificantlyassiststudentswith ASDtobecomecontribut-ingmembersoftheclassroom.
Developing Campus Expertise Anothermethodofindirectsupportinvolvesprovidingconsultativeresourcestocampuscom-
munitymembers who interactwithstudentswith ASD. The availabilityofdesignatedcampusexperts familiarwiththe ASDpopulationcanaidthecampuscommunity(faculty,staffandstudents)tobetter understandtheinteractionsorbehaviorsofstudentswith ASD thataresometimesdifficulttointerpret. A specially-trainedgroupwouldideallyconsistofindividualsfromvariouskeydepartments(e.g.,disability services,residencelife,campuspolice,etc.) who couldserveasresourcestocolleaguesintheirrespec-tive offices.Campusesmightconsidertheestablishmentofa disabilityliaisonineachacademicdepart-ment who couldadvisefacultyoneffectivemethodsofinstructionaldesignandstrategiestoapproach variousscenarios,promotingincreasedflexibilityinteaching. Aliaison may alsoassistfacultymembers ininterpretingunusualbehaviorintheclassroom. For example,thebehaviorofastudent who continu-allyapproachestheboardduringalecture may bemisunderstoodasdisruptivebut may simplybethe student’sresponsetoearlierdirectionto“writedowneverythingIputonthewhiteboard”.
Enhancing Existing Programs and Services Mostcolleges have existingprograms,servicesandsupportnetworksinplaceforallstudents.
Inmanycases,slightmodificationstotheseexistingefforts may makethemmoreaccessibletostudents with ASD,whetherornotthey have disclosedtheirdiagnosis. The appropriatedevelopmentofthese resourcescanbeavitalcomponentinthesuccessofallstudents, includingthosewith ASD. Anexample ofsuccessthroughthisstrategyinastandardtutoringcentermightbea shift fromadrop-inappointment modeltoamodelthatincludesindividualizedrecurringappointments. Thisshiftmightbettermeetthe needsofallstudentsbutisparticularlybeneficialtostudents with ASD who thriveonpredictabilityand routine.Settingupsimilarregularlyscheduledappointmentswithuniversitysupportstaff(e.g.,advisors oracademiccoaches)canprovideanincreasedlevelofoversightandsupportandprovidetherepetition thatassiststhesestudents’inmasteringcompetenciesthat mightbemetinasinglemeetingfortypically developingstudents.
Thisapproachalsocanbeexpandedasadirectsupportforthosestudents who chosetodisclose a ASDdiagnosis. For example,atutoringcentermightbeabletoidentifyspecific tutoringstaffwithaddi-tionalexperienceinworkingspecificallywithstudents who have needsbeyondthosetypicallyaddressed by generaltutors.Otherexamplesoftargetedservicesforstudents who areformallyidentifiedasbeing ontheautismspectrumareoutlinedinthefollowingsection.
Direct Support Developing Targeted Services for Students with ASD Inadditiontoindirectapproachesthatbroadlyaddressthedevelopmentofamoreinclusiveand
supportivecampusclimate,somecampuses may considerthecreationoftargetedsupportservicesto more directlyimpactthesuccessofindividualstudentswith ASD.Basedonthesizeofthepopulationof studentswith ASDand/orthecomplexitiesoftheirneeds,someinstitutions may choosetoexplorethe developmentofacomprehensivesupportprogramwhileothers may relyuponamoreadhocapproach,
10
Taking Action: Mitigating Student and Environmental Challenges
respondingasneedsarise. Asisthecaseformanyunderrepresentedbutgrowingpopulationsoncollege campusestoday(race/ethnicgroups,firstgeneration, low income,veterans,returningadultlearners,and studentswithdisabilities)targetedsupportservicescanbeverysuccessfulinincreasingpersistenceand graduationrates.
The following section provides examples of direct supports drawn from the established, compre-hensive support programs of the collaborating institutions which contributed to this guide.
Coaching and Mentoring Ingeneral,coachingandmentoringallowforthedevelopmentofsupportive,nonjudgmentalre-
lationshipsthatfacilitatetheidentificationandattainmentof goals,aswellasthegrowthofcompetencies throughmodelingandguiding. Throughnon-directivecoachingrelationships,studentslearntocapitalize ontheirpositiveattributesandareassistedintheidentificationand progressionofchosengoals.During theinteractiveanditerativecoachingprocess,frequentfeedbackandsupporteddecision-makingleadsto a senseofmastery. Althoughoftencarriedoutinaone-on-oneformat,coachingandmentoringcanalso beofferedintheformofsupportgroupsorsmallgroup seminars.Professionalsorpeerscanserveinthe roleoflifecoach,socialmentor,etc.,andmeetings may bestructured,unstructuredorstudent-led.Peer mentors,inparticular,canhelpwithself-acceptanceandthebolsteringof self-esteemthroughvicarious learningopportunities.Observingandexperimentingwithnew behaviorsamongstacceptingpeermen-torscanbuildconfidenceandpositivefeelingsforstudentswith ASD. Withmasteryexperiencesinthese “safe”environments,studentswith ASDaremorelikelytotrynewbehaviorsinothersettings,facilitating socialconnectednessandfurtheringacademicsuccess.
Targeted Instruction Studentswith ASDoftenbenefitfromtargetedinstructioninthoseareaswhereappropriateskills
orknowledgearedeterminedtobelacking.Suchinstructioncanbedeliveredindividually(e.g.,tutoring) orinsmallgroups(e.g.,seminars,mandatorystudyperiods,orsemester-longcourses)eitherthroughan establishedscheduleoronanas-neededbasis.Insomecasesit may bepossibletomodifyexistingin-structionalmaterials.Inthesecasescareshouldbetakento ensurethematerialismodifiedtoaddressthe skilldeficitsofstudentswith ASD. The focusofinstructionislimitlessbutcanincludeexecutivefunction-ingtraining,studyskillsinstruction,socialthinkingskillbuilding, leadershipdevelopmentthroughcom-munityoutreach(e.g.,speakingatanautismawarenessevent),careerpreparationworkshops,sensory integrationcounseling,mindfulnessmeditation,socialanxietygroups orrelationshipskillsgroups.
Transition Programming For firstyearstudentswith ASD,theinitialintroductiontocollegeandthenewstudent orienta-
tionexperiencecanbeanoverwhelmingandover-stimulatingexperience. Thosewith ASD have the addedburdenofattemptingtomitigatefunctionallimitations, suchasadaptingtounstructuredand socially-embedded environments.Pre-college,specializedorientationorsummer preparationprograms canequipstudentswith ASDwithtoolstohelpthemacclimatetonewsurroundingsand begintoestab-lishpeerrelationships,aswellasprovidethemwithtimetoproactivelyarrangeforappropriateaccom-modationsand/orsupportservicespriortothestartofthe academicyear,whilecampusislesscrowded. Structuredtransitionprogrammingcanincludeguidanceinnavigatingthecollegecampus,introductions tokeypersonnel(e.g.,academicadvisingstaff),self-advocacytraining,independent-livinginstruction (e.g.,navigatingdininghallsorotherfacilities),appropriate professionalcommunicationpractices(e.g., respondingtoemails)aswellastimemanagementandacademic skill-buildingsessions. Theseprograms canrangeinlengthfromone day toseveralweeks,andthelatter may incorporatethecompletionofa credit-bearingclasstoestablisheffectiveacademichabitsandpracticestructuringschedules.Manyspe-cializedorientationprogramsalsoallowforearlymove-indates,affordingstudentsanopportunitytoget settledintoroutinesandfamiliarizethemselveswiththecampusbeforethearrivalofpeers.
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Taking Action: Mitigating Student and Environmental Challenges
Supported Living Designatedhousingcommunitiesforstudentswith ASDcanprovidethesenseofbelongingoften
lackinginthelivesofthosewith ASD, who may have struggledtobeaccepted by peersthroughoutchild-hood.Livingincommunity(eg.specializedorthemedfloor)withpeers with ASDcanprovideopportuni-tiestobuildsocialconnectionswithinasafeandsupportiveenvironment;aswellasallowforincreased oversightandearlyidentificationofproblems(e.g.,social withdrawalorpoorhygiene)forquickinterven-tion. Thesesupportedlivingcommunitiescanbesupervised by speciallytrainedresidencelifestaff, who canmorereadilyrecognizethesignsofastudentindistress andworkproactivelytomitigatechallenges.
Assigningstudentswith ASDtosingleorlimitedroommateplacementsprovidesanother way tocreatesupportivelivingenvironmentswithinastandardcampushousingsystem.Singledorm rooms oftenprovidearefugefromthesensoryoverloadthatcanresultfrominteractingwithabusycollege environmentonadailybasis. Additionally,somesensoryintegrationissues may makeitimpossibleto cohabitatewitharoommate,makingaprivateroomaccommodationnecessary. For example,astudent withsensoryissues may requireaprivateroominordertomaintainsleeporhygienehabits.Somestu-dents with ASD may considertransitioningfromasingleaccommodationtoasharedlivingspaceonce theyfeelmorecomfortablewiththeadditionalsocialaspects ofcollegelife.Itisimportanttoremember thateachstudent’ssituationisunique,andprovidingchoicesrelatedtolivingarrangementsrespectsa student’sautonomyanddevelopsindependentdecision-makingskills. To helpstudentsinthisdecision-makingprocess,it may beusefultoprovideachecklistofindependentlivingcompetenciesandpossible scenariosthatmightbeencounteredinaresidentiallivingsituation. For those who preferasharedspace option,residencelifestaffcanassiststudentsinstating theirneeds(e.g.,needforquiettimeandspace) topeersandhelpstudentsnavigatethecreationofroommatecontracts which setexpectationsforshared livingarrangementsandcanminimizeroommateconcerns.
Residentadvisorsarechargedtodevelopcommunityandcanidentifysignsofdistresswithin theirassignedlivingenvironment.Inthecaseofstudentswith ASD who arecomfortablewithdisclosing, it may bebeneficialtoencouragestudentstomeetwiththeresidentadvisortodiscuss any sensitivities orconcernsaboutcommunityliving. Whenresidentadvisorsare aware oftheindividualneedsoftheir residents with ASDtheyarebetterpreparedtofacilitateday-to-daysupportforthesestudents.
Social Programming Plannedsocialeventsthatincludementorsandotherknowledgeablestaffprovidestudentswith
ASDopportunitiesforconnection,modeling,andachancetotrynewbehaviorsandcommunication skillsthatcanbuildsocialconfidence. Thesegatherings may taketheformofcommunityoutings,meal gatheringsorgroupvolunteerexperiences.Campuses may considerthepossibilityofcreatingadedicated loungeorstudyspaceforstudentswith ASDtogather. To enhanceintegrationwiththelargeruniversity community,socialeventscanbepostedandopentotheentirecampuscommunity,orstudentswith ASDcanbeencouragedtoinvitefamiliarpeers. Additionally,integratedspringbreakprogrammingcan promotesocialinteractionsamongstudentsbothonandoffthespectrumtofurther enhancesocialcon-nectedness,acceptanceandunderstanding.Studentswith ASDshouldbeencouragedandsupportedin participatingincampus-wideprogramming,clubsandevents.Mentorscanassiststudentswith ASDin identifyinggroupsandspacesoncampuswheretheycanmeetotherswithsharedinterests.
Student Empowerment Methodsofsupportthatemphasizeempowermentandself-determination,suchasperson-cen-
teredplanningandstrengths-basedapproaches,areidealforfosteringahealthyself-conceptforstudents with ASD.Developinghigherlevelsofcomfortwithmakingdecisions,andtakingresponsibility fordeci-sionsmadearecentraltothegrowthanddevelopmentofallstudents.Suchdevelopmentwillnotonly increasetheabilityofstudentswith ASDto have successinhighereducationbutwillalsoleadtogreater successandconfidenceinallaspectsoftheirlives.
The self-esteemofstudentswith ASDcanbenurturedthroughthesenseofbelongingthatspe-cializedsupportprogrammingaffords. The establishmentofcaringreciprocalrelationships, which have
12
Identifying a Campus Response to Support Students with ASD
oftenbeenlackinginthesestudents’lives,iscriticaltobuildingtheself-worthandresiliencythatallows forcopingwiththestressorsofcollegelifeandbeyond.However,itisalsoimportanttobe aware of potentiallytransferringdependenciesfromparentstocollegefaculty,staff,orpeersasthiscanhinderthe independencestudentswith ASDneedinordertosucceedinthelongrun.
Empoweringstudentswith ASDoftenrequiresempoweringparents,avastmajorityofwhom have hadalife-longroleastheirchild’sprimarysupportersand who may lackconnectionswithothers who arelaunchingachildwithuniquechallengesintoindependence. Thus,empatheticallyeducat-ingparentson how besttosupporttheirchild’stransitiontoadulthoodiscrucialandrequiressetting clearboundaries.Parentsshouldbediscouragedfromcorrespondingwithfacultyorsupportpeopleon thestudent’sbehalfandshouldberemindedtoincludetheirstudentinall emailcorrespondencewhen outreachisnecessary. Awell-meaningparentmightbetemptedtocompleteanonline testfortheirchild duringaparticularlystressfultimeinthesemester,notrealizingtheseriousnessofacademicdishonesty. Beingclearwithparentsabout how theycanempowertheirstudentwillhelpavoidover-involvement and ensurethatstudents move towardbecomingself-sufficientadults.
Campusesseekingtomeettheneedsofstudentswith ASD, may utilizebothindirectanddirect supports.Regardlessofthespecificservicesandprogramsoffered,thereareanumberofotherfactors (legal,logistical,ethical) which mustbeconsideredinthedesignofasuccessfulmodel. Theseconsider-ationsareaddressedinthefollowingsection.
A support model can range from making existing services more accessible to developing a specialized program of support.
Identifying a Campus Response to Support Students with ASD A supportmodelforstudentswith ASDcanrangeinscopefrommakingexistingservicesmore accessible by enhancingcurrentstructuresandpolicies,todevelopingafullystaffedprogramwithspe-cializeddirectsupports. Whatevertheapproach,it’simportanttorememberthatan ASDsupportmodel shoulduniquelyreflecttheuniversity’sstrengths,mission,andculture,andnotsimplyreplicatean exist-ingprogram.It may behelpfultoconsideraprogressivedevelopmentofservices,startingwithafocus oninfluencingthecampuscultureandmodifyingexisting servicestomeettheuniqueneedsofstudents with ASDasfirststeps. Thisprocesscanbefollowed by thefurtherdevelopmentoftargetedorenhanced servicesorpossiblythedevelopmentofamorecomprehensiveprogrammodel,asdesiredandpractical.
The following section and accompanying worksheet are designed to assist higher education pro-fessionals in considering the needs of their campus and the students they serve to determine the scope of services that can or should be offered.
Getting Started: Assembling a Task Force Whetherconsideringthedevelopmentofindirectordirectresources,itishelpfultoassemblean
implementation teamortaskforce. Thisallowsforcomprehensiveideas,awidereachofcampussupport, andtheformationofcollaborativerelationshipsthatwillbecriticaltosuccess. Thisteamcanalsobeben-
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Identifying a Campus Response to Support Students with ASD
eficialwhenmodifyinginitialplanstoaccommodatechangesincampusstructure,cultureoravailable resources. Taskforceteammembersmightincluderepresentativesfromstudentaffairs,academicdepart-ments,anddirectserviceandsupportstafffromacrosscampus. Ifappropriate,those who areknowledge-ableandexperiencedwithsupportingthispopulation(e.g., thosewithfamily/friendswith ASD)canserve aspowerfulalliesandcanbeimportantadditionstothisteam. Taskforcescanalsoseektheexpertise ofprofessionalconsultantsfamiliarwithdevelopingcollegesupportprogramsforstudentswith ASDor thosewithabackgroundin AppliedBehavior Analysis(ABA),anapproachusedtoimpactcommunica-tionandlearningchallengesforchildrenontheautismspectrum(Rosenwasser& Axelrod,2001). A taskforce may worktogetherforanextendedperiodoftimeduring which keyplanningdeci-sionsaremade.Onekeydecisionistheintentionalplacement oftheprogramwithinthecampusstruc-ture, which oftenhassignificantimplications. For example,aprogramoperatingwithinthedisability officewill have ampleresourceswhenitcomestoaccommodations,but may have adifferentperspective onsupportservicesthanaprogramhousedunderacounselingcenteroranacademiclearning center. Whatevertheapproach,strategiesshouldmatchtheknownoranticipatedneed,theavailablecampusre-sourcesandexpertise,andshouldcomplementthe overall campusenvironment. The taskforce may also helpshapethecampusprioritiesandensurethatsupports (eitherdedicatedorgeneral)alignwithstated goals,suchasenhancingthestudents’accesstoorincreaseduseofavailablecampusresources.
Taskforcesarealsobeneficialforongoingoversightonceinitiativesaredetermined;ensuringsol-id,transparentdecisionswiththeinputofstudents,parents,and communitypartners.Regularmeetings ensureaccountabilityandallowforconsultationandoversightfrominitialplanningthroughevaluation, fosteringcontinuousimprovement. Additionally,anactivetaskforce may bechargedwithestablishing policiesandprocedurestohelpaddresslegalandethical concernsandensurethatprogramobjectives andstudentsuccessremainsapriority. For example,aprogramservingstudentswith ASD may belooked atasanavailablesubjectpoolforresearchdepartments.Inthiscaseanestablishedpolicyfromthetask forceregardingresearch may bebeneficial. Anothersignificantpolicyarearelatestodisclosure, which is exploredinthenextsection.
Issues of Disclosure The issueofdisclosureimpacts how weservestudentswith ASDin two differentways.Inthefirst
case, thedeterminationofwhenand how highereducationprofessionals may shareinformationabouta student’sconfidentialorprivateinformationisgoverned by legalandethicalstandardsandmustbeman-aged.Inthesecondcase,itisimportanttomakeappropriate guidanceavailabletostudentsaboutthe decisionofwhenandtowhomastudentmightdiscloseinformationaboutadiagnosisof ASD.Inboth cases,thedevelopmentofpolicyandprocedurestoguideday-to-daypracticewillbebeneficial.
Professional Disclosure Extensivelyusingthecampusinfrastructuretosupportstudentswith ASDrequirescontinual
interactionandcollaborationacrossthecampuscommunity.Sharingofstudentinformationthrough thesecollaborationsmustbedoneincompliancewithprivacyprotectionlawsaswellasinternalpolicies andproceduresregardingthetreatmentofstudentrecords (Gilley, A.&Gilley,J.W.(2006). The Family EducationalRightsandPrivacy Act(FERPA)protectseducationalrecords, which includesdocumentation submittedtoapostsecondarydisabilityoffice. Thisinformationcannotbesharedwithoutwrittenconsent fromthestudent. The HealthInsurancePortabilityand Accountability Actof1996(HIPAA)protectshealth information,suchasphysicalandmentalhealthconditions,andappliestoentities thatincludeuniversity healthcareprovidersorclinics. Thus,thecollegecounselingcenterorstudenthealthservices cannot shareinformationwithanyonewithoutthestudent’swrittenpermission.
Cross-campuscollaborationiseffectiveinsupportingthesuccessofstudentswith ASD. When professionaljudgmentnecessitatesdisclosureofstudent information,signedconsentformsshouldbeon fileandspecifywho,what,andunderwhatcircumstancesstudentinformationwillbeshared.Separate releaseformscanbeusedforinternalandexternalcollaborations.Decisionstodiscloseshouldalsocon-siderwhetherspecificidentifyinginformationisrequired. For example,there may beaneedto
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Identifying a Campus Response to Support Students with ASD
collaboratewithappropriateresidencelifestaff. The disclosure may begeneral(“you may have astudent onyourfloorwith ASD.”)orspecific(“Theresidentinroom24isastudentwith ASD”). Beyondthecampuscommunity,parentscanbeintegralmembersofacollaborativeteamandareoftenin agoodpositiontoprovidefeedbackabout how besttoassistthestudent,particularlyintimesofchal-lenge.However,theremustbecarefulattentionpaidtoastudent’srighttoprivacy.Furthermore,there shouldbeafocusonsupportingthestudent’s move towardindependentfunctioningwhilereducingthe student’srelianceonparents. Thus,studentsandparentsmustbeprovidedwithclearguidelinesregarding whenandwhatinformationwillbesharedandthefrequencyofinteractionparentscanexpectto have withcollegestaff.Ofcourse,thepolicyforparentalinvolvementandconsenttoshareinformationneeds toalignwithcampuscultureandpolicy.
Student Disclosure The decisiontodiscloseanon-apparentdisabilityisa complicatedone.Itisimportanttore-
memberthatsomestudentswith ASD may notseethebenefitofdisclosureand may have astrongdesire toavoidbeinglabeled.Studentscanbeempoweredtomakedisclosuredecisions by understandingthe disclosureprocessandthepotentialbenefitsofdisclosure. Role-playingvariousscenariosandinitialas-sistanceincraftingdisclosureemailstoprofessorsisbeneficialandwill providementoringandguidance tothestudenton how toeffectivelyself-advocate.It may alsobehelpfultoprovidestudentswithatem-platedisclosureletterandfactsheetsthatmightbehelpful inworkingwiththeirfaculty.Itisimportnatto considerthatsomestudents may lackanofficialdiagnosisof ASDbutnonethelessexperiencechallenges similartothoseontheautismspectrumthatdisrupteverydayactivities.
Considerations for the Development of a Comprehensive Program Model Providingdirectserviceandtargetedsupportstostudentswith ASDbecomesproblematicwhen
studentsdon’tidentifytotheuniversityasastudentwithadisability.However,wherethereisanin-creasedpopulationofstudentswith ASD who choosetodisclosetheirdiagnosisandconsequentlyan increaseddemandforservices,there may beaneedtoconsiderthedevelopmentofacomprehensive programdedicatedtoservingstudentswith ASD.Inadditiontothefactorsalreadydiscussed, the follow-ing sections address areas that should be reviewed by campuses considering a comprehensive program model.
Whenacampusbeginstoconsideracomprehensive program,it’simportanttobe aware that somefaculty,stafforadministrators may expressapprehensionaboutthepossibilitythatspecialized supports couldattractstudentswith ASDtothecampuscommunity.Itisimportanttorememberthatthe populationofstudentswith ASD who arequalifiedtoattendinstitutionsofhigherlearningwill continue togrowandstudentswith ASD,liketheirpeers,willcontinuetochoosecampusesbasedon overall fit; weighingfactorssuchassize,fieldofstudy,academicreputation,cost,andlocation.Developingservices inanintentionalandmeasuredmannerandtakingintoaccounta growingneed may helptoalleviate commonconcerns.Providingproactivesupportforstudentswith ASDallowstheuniversitytousecam-pusresourcesinamoreintentional way by anticipatingproblemsanddevelopingpreemptivemeasures. Carefullyconsideredsupportsforstudentswith ASDcanalsohelpreducecrisissituationsthatcanarise forcollegeresidentialcommunities,counselingcentersand campuspolice who may beotherwiseunpre-paredtosupportthisuniquepopulationofstudents.
Establishing Program Admission Criteria and Intake Process Standardpracticedictatesthatstudentsmustfirstbefoundeligiblefor admissiontothecollege
beforeapplyingforsupplementalsupports. Aftersuccessfuladmission,carefullyselectedprogramadmis-sioncriteriaallowfortheinclusionofstudentswith ASD who mightmostbenefitfromtheprogram’smis-sionandavailableresources.Programadmissioncriteria may takeintoaccountbothformalandinformal assessments. For example,programs may assessastudent’sreadinessbasedonsocial,emotional,behav-ioral,andindependentlivingfunctioning,allof which serveasimportantpredictorsofsuccessincollege. The programapplicationprocessmightalsoincludeawritingsampleto revealthestudent’sabilityto
15
Identifying a Campus Response to Support Students with ASD
synthesizeandorganizeinformation,orit may requireinterestedstudentsand/orparentstoparticipatein aninterviewprocess.Suchinterviews, which canbeconductedineitherindividualorgroupformats,can providevaluableinformationaboutthestudent’sleveloffunctioning,aswellasthefamily’sexpectation, and interactive style. Some program applications may require supplemental or third-party documentation, suchasaprimarydiagnosisof ASD,whileotherssimplyrequireself-reportedidentificationas someone who canbenefitfromspecializedservicesforstudentswith ASD.HighschoolIEP’s may alsobereviewed tounderstandthescopeofaccommodationsandsupportsthat may berequiredforthestudenttobe successfulinthecollegeenvironment.Insomecases,thelevelofsupportthatisindicated may have re-sourceimplicationsandbebeyondtheabilityoftheprogramtoaddress.Inthiscase,areferraltoalterna-tive supports may benecessary. For example,previoushistory,includingtheprovisionofaone-on-one aideinhigh-school,out-of-districtoralternatehighschoolplacements,modifiedgradesorcourses,past criminalactivityorseriousmentalillness, may warrantseriousconsiderationaboutprogramadmission status.Reviewingsuchinformationhelpsensurethatstudentsareultimately directedtothemostappro-priate programstobestmatchtheirneeds.
Aspartoftheadmissionandintakeprocess, two challengingscenarios may developandit isimportantforinstitutionstoconsider,inadvance, how torespond.Inonecase,studentswith ASD may have needsthatcannotbemet,evenwithsupportwithinthecurrenttraditionalcollegestructure. Thesestudents may considerparticipationinanintellectualdisabilityprogramor may needtoseekout programswithmoreintensiveorspecializedmentalhealthsupportspriortoenrollingin college. Thus, itisrecommendedthatthesestudentsandtheirfamiliesbe informedofpotentialalternatives. Alterna-tives may includereferraltomoresupport-intensiveprogramsinthecommunityandtheopportunityto reapplyforprogramadmissionafteraddressingunderdevelopedskills.Insomecases,theuniversity may allowstudentstodefercollegeenrollmentforuptooneyear,makingdeferralandreapplicationaviable option.
Anotherimportantconsiderationisforthosestudentswith ASD who attendtheuniversitybut electnottoparticipateinthesupportprogramoffered by thecollegeorthose who arenotacceptedto thespecializedprogrambasedonmatchorspacebutstillelecttoattendtheuniversity.Inthesecases, itisimportanttoensurethatthestudentandfamily have anunderstandingofthesupportsthatwillbe available,includingaccommodationsandgeneralizedsupportservicesthatwouldotherwisebeavailable toallstudentsatthecollege.
Regardlessofadmissiontoandparticipationinacomprehensiveprogram,animportantmessage tofamilies,andonethatisoftendifficulttounderstand,is thatastrongacademicrecord,evencombined withcomprehensivesupports,doesnotguaranteecollegesuccess.Justasisthecasewithtypicallydevel-opingstudents,outcomesarenotpredictableandnotall studentswillfindsuccess
Program Staffing StaffingmodelsforprogramsdedicatedtostudentswithASDv aryaccordingtomanyfactors thatincludethelevelofresourcesandexistingsupportsaswellasthenumberofstudents served,and thelevelofindividualsupportprovided.Programs may bestaffed by disability servicepersonnel who commitacertainpercentageoftheirtimetoproviding specializedASDsupports,throughbothdirect-serviceandcollabor ationswith otherdepartments.SomeprogramsutilizeaprimaryASDprogr amcoordinator alongwithastaffofgraduateassistantsorundergraduatestudentvolunteers, whileothersutilizespecially-trainedpermanentstaff.Inallcasesfundingor
One of the best ways to improve the experience for students with ASD is through a shift in campus climate.
Identifying a Campus Response to Support Students with ASD
theallocationofresourcesnecessarytoprovidesupportforstudentswith ASDneedstobeconsidered withan eye onefficiency.Itisimportanttokeepinmindthat,insomecases,existing campusresources andstaff may alreadyprovidefullyadequatesupportservicesandtheutilizationof theseexistingservices isnotonlyprudentbutalsoservestoempowerstudentswith ASDtoutilizesupportconsistentwiththe generalcampuspopulation.
Staffingmodelsshouldalsoallowforvariance,asstudents’needs may bemoreintensiveatdif-ferentstagesoftheircollegecareer(e.g.,theinitialtransitionintothecollegeenvironmentandprepara-tionforemploymentdesiredpost-graduation).Itisimportanttorememberthatprogramstaffwillneed tobeavailabletosupportfaculty/staffseekinginputandadvicethroughouttheacademicyear.Finally, itisimportanttoensurethatstaff have appropriateeducationalbackgroundsandexperience.Strong candidates may have previousworkinsocialwork,counseling,specialeducationorotherrelatedfields. Additionaltrainingspecifictocampusrequirements,services,andcampusand programphilosophieswill furtherenhancestaffingsuccess.
Program Funding Asisthecaseformostsupportservices,allocatingsufficient resourcesistheresponsibilityof
thecollege. The fundingsourcesofexistingcollegeprogramsvaryand may consistof any combina-tionoffederalorfoundationgrants,endowments,studentfees,andinstitutionalsupport.Programs may beinitiallysupported by agrantandlaterbecomeself-sufficientviaimplementationofprogramfeesor fundraisingefforts.Scholarshipscanbecreated by sponsors,andotherfinancialresources which can help cover programfees,suchasvocationalrehabilitationagencies,canberesearched.Studentscanbe directedon how toapplyforadditionalfinancialsupport. Aslidingscalefee may alsobeanimportant meansofallowingaccesstoallsocioeconomicgroups.
Inadditiontoidentifying overall programfundingsources,itisalsoimportanttoconsiderpoten-tial ways tomeetstaffingexpenses.Insomecases,oversightofservices,indirectordirect, may beman-aged by staffaspartoftheirexistingrole,eliminatingtheneedfor dedicatedstaffatincrementalcosts. As thescopeofservicesincreases,theneedfordedicatedand/or speciallytrainedstaff may alsoincrease. Inthesecases,theuseofgraduatestudentsfromappropriateprogramsofstudy(e.g.,schoolpsychology, socialwork,specialeducation)oradjunctprofessionals may beeffectiveinservingsmallpopulationsof students.Largerinitiativesorcomprehensiveprogramswilllikelyrequirepermanent,dedicatedstafflines and matchedfunding.Shiftingtothislevelofinstitutionalsupportwillrequirecommitmentatthe leader-shiplevel by decision-makers who seethevalueoftheseprogramsand have theabilitytodesignatefund-ing.
Providing proactive supports to students with ASD allows the university to use resources in a more intentional way
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Identifying a Campus Response to Support Students with ASD
Evaluating Program Success Ongoingevaluationisimportantforcontinualimprovementandtoensureprogramgoalsare
beingmet. Additionally,students,parents,orotherfundersneedtoknowthattheservicesarebeneficial. Multiplesourcesoffeedbackallowfortheconsiderationofdifferentperspectives:students,parents,the universitycommunity,andotherstakeholders. Thiscanbehelpful,asstudentsaren’talwaysthebestself-reportersor may lackawarenessoftheimpactofsomesupports.
To maintainadministrativesupport over time,aswellastoprovideconcretefeedbacktostake-holders,quantitativefeedbackisessential.Changesinpersistencerates(numberofstudents who usethe programandareeitherretainedorgraduate)inrelationtothoseofthe overall studentpopulation,can provideaclearpictureofprogramsuccess,ascangraduationandemploymentrates.Othersuccessindi-cators may includeincreasingscoresinmeasuresofstudentcompetencies, adjustment,andwell being.
However,certainchallengescanarisewhenmeasuringsuccess. The value-addedfromprogram supportsisoftenrepresented by qualitativevariablesthataredifficulttoempiricallymeasure. For ex-ample,itisdifficulttoquantifyastudent’simprovementinmanagingsensoryintegrationissues. Also, graduationrates may notnecessarilyreflectasuccessfuloutcomeforthisgroupof students:some may transfertootherinstitutionsthatareabetterfit,some may findfulfillingemploymentbeforegraduating; whilestillothers may graduatewithoutbeingabletosecureemploymentduetolimitationsinsocialand emotionalfunctioning.Inotherwords,studentsuccess may notbeconsistentwiththeinstitutionstypical measures ofsuccess. Thiscanbeproblematiciffundingisperceivedascomingattheexpenseofother programming. Therefore,itisimportanttointentionallyalignprogramevaluationwithbothuniversityand stakeholderobjectives,particularlywhentaxpayerortuitiondollarsarebeingusedforfunding.
Regardless of the current situation on your campus, this guide was developed to provide a basis for information and reflection about how to best serve students with ASD in your environment. We encourage you to utilize the Support Model Planning Worksheet in the next section and refer to the Existing Program summaries provided at the back of this guide as you apply this information to your specific campus community.
Changes in persistence, graduation or employment rates for students with ASD can provide a picture
of program success.
18
Support Model Planning Worksheet
CampusProfile
• Whatisthesizeofyourcampus(totalenrollment)?
• Whatistheestimatedsizeofyourpopulationofstudentswith ASD?
o Identified
o Not-Identified(bestestimate)
• Arethereagrowingnumberofstudentswith ASDonyourcampus? Whatistherateofgrowth?
ExistingServices
• Whatisthedistributionofgraduateversusundergraduatestudentswith ASD?ExistingServices
• Whatservicescurrentlyexistonyourcampustosupport ALLstudentsinthetransitiontocollege
(e.g.,orientation,firstyearprograms)?
• Whatservicescurrentlyexistonyourcampustosupport ALLstudentsinpersistencetocollege
(e.g.,academically,socially,residentially)?
• Whatservicescurrentlyexistonyourcampustosupport ALLstudentsinthetransitiontothe
workforce(e.g.,internships,careerpreparation,jobplacement)?
• Whatservicescurrentlyexistonyourcampusthatservestudentswith ASDinanindirect
manner(e.g.,professionaldevelopment/training,awarenessprogramming,campusexperts)?
• Whatservicescurrentlyexistonyourcampusthatservestudentswith ASDinadirect/targeted
manner(e.g.,coaching/mentoring,socialskillsgroupsincounselingservices, disabilityservices)?
• Whatisthecurrentlevelofexperienceamongyourprofessionalstaffinsupportingstudentswith
ASD(e.g.,academicadvisors,residentialstaff,counselingcenterstaff)?
• Howpreparedareyourfacultytosupportstudentswith ASDintheclassroom?
• Howstrongisthesupportfromthegeneralcampuscommunityregardingtheneedfortargeted
supportsforstudentswith ASD? How mightadditionalsupportbegarneredpriortoadvancing
programmaticinitiatives?
• Howstrongisthepotentialbuy-infromdecisionmakersregarding targetedsupportsforstudents
with ASD? How mightadditionalsupportbegarneredpriortoadvancingprogrammaticinitiatives?
PrevailingChallenges • Considering the prevailing challenges or issues currently being experienced with or around students
with ASD,whatskillsets(ordomains)arepresentingthegreatestchallengeforstudentswith ASD onyourcampus?
o ExecutiveFunctioning o AcademicSkills o Self-Care o SocialCompetence o Self-Advocacy o CareerPreparation o Other
19
Support Model Planning Worksheet
ConsideringaCampusResponse • Whatlevelofresponseare you seekingtoachieveatthistime?
o Awarenessandacceptanceprogramming o Faculty/Staffprofessionaldevelopmentspecifictostudentswith ASD o Extendexistingservicestomeetamorespecializedneed o Developtargetedservicesforstudentswith ASD o Developacomprehensiveprogramservicemodelforstudentswith ASD ActionPlanning
Regardless of institutional goals, it is strongly recommended that planning begin with the establishment of a task force. Once formed, this work group may draw upon the campus profile, existing services and prevailing challenges sections above to determine short and long term goals for your campus. Based on these goals, the sections below will help guide the work group in decision-making related to priorities and implementation plans. These sections map to the earlier resource guide materials (as indicated). It may be helpful for the task force to review this material as they consider campus responses. Additionally, the task force may find it help-ful to refer the Existing Comprehensive Program Models (pg. )section of this guide as an additional reference.
Taskforcedevelopment • Whoarethepotentialchangeagentsonyourcampus? • Whocouldbeinvolvedinaninitialandongoingtaskforce?
• Whatdepartment(s)orpersonnelmighttakealeadershiprole?
Issuesrelatedtodisclosure • Howwillyourcampushandleissuesofdisclosurerelatedtocampus professionals? • Howwillyourcampushandleissuesofdisclosurerelatedtostudents?
Opportunitiesforindirectimpact • Whatstepscouldyourcampustaketoincrease Awarenessand Acceptance? • Whatstepscouldyourcampustakein TrainingtheCampusCommunity? • WhatstepscouldyourcampustaketoDevelopCampusExpertise? • WhatstepscouldyourcampustaketoEnhanceExistingProgramsandServices?
Opportunitiesfordirectimpact • Basedonthechallengespresented by thepopulationofstudentswith ASDonyourcampus,
wouldCoachingandMentoringservicesbeapriority?Ifso,whatresourcesareavailableor wouldberequired?
• Basedonthechallengespresented by thepopulationofstudentswith ASDonyourcampus, would TargetedSkillDevelopmentservicesbeapriority?Ifso,whatresourcesareavailable orwouldberequired?
• Basedonthechallengespresented by thepopulationofstudentswith ASDonyourcampus, wouldSummer TransitionProgrammingservicesbeapriority?Ifso,whatresourcesareavailable orwouldberequired?
• Basedonthechallengespresented by thepopulationofstudentswith ASDonyourcampus, wouldSupportiveLivingservicesbeapriority?Ifso,whatresourcesareavailableorwould berequired?
• Basedonthechallengespresented by thepopulationofstudentswith ASDonyourcampus, wouldStudentEmpowermenteffortsbeapriority?Ifso,whatresourcesareavailableorwould berequired?
• Basedonthechallengespresented by thepopulationofstudentswith ASDonyourcampus, wouldSocialProgrammingservicesbeapriority?Ifso,whatresourcesareavailableorwouldbe required?
20
Support Model Planning Worksheet
Furtherconsiderationsforthedevelopmentofacomprehensiveprogram
If the needs and resources identified merit consideration of a comprehensive support program, the following areas will require serious discussion and development.
• Basedonthesizeandscopeoftheprogram you areconsideringandtheresourceavailability,what policiesandproceduresmight you considerforan Admission Criteria and Intake Process?
• Basedonthesizeandscopeoftheprogram you areconsidering,whatresourcescan you utilizefor Program Staffing andwhattrainingandsupervisionwillberequiredtosupportthis model?
• Basedonthesizeandscopeoftheprogram you areconsidering,what Program Funding source can you pursuetosupporttheinitiative?
• Whatexternalresources(e.g.fundingagencies)mightbeavailabletosupportaprogramor it’sparticipants?
• Basedonthemodel you developandthestakeholdersinyourprogram, how will you Evaluate Program Success?
NOTES
21
NOTES
22
References
Boyd, B. A.,&Shaw,E.(2010). AutismintheClassroom: AGroupofStudentsChanginginPopulationand Presentation. Preventing School Failure, 54(4), 211-219.
Brinckerhoff,L.C.(1994).Developingeffectiveself-advocacyskillsincollege-boundstudentswithlearning disabilities. Intervention In School & Clinic, 29(4), 229.
CentersforDiseaseControlandPrevention.(CDC;2014).10 ThingstoKnow AboutNew AutismData. Retrievedfrom:http://www.cdc.gov/features/dsautismdata/.
Gerhardt, P. F., &Lainer,I.(2011). Addressingtheneedsofadolescentsandadultswithautism: Acrisison thehorizon. Journal of Contemporary Psychotherapy, 41(1), 37-45.
Gilley, A.&Gilley,J.W.(2009).“FERPA: WhatdoFacultyKnow? WhatcanUniversitiesdo? College and University 82 (1), 17-26.
Parker, D. R.,&Boutelle,K.(2009).ExecutiveFunctionCoachingforCollegeStudentswithLearning Disabilitiesand ADHD: ANew ApproachforFosteringSelf-Determination. Learning Disabilities Research & Practice, 24(4), 204-215.
Rosenwasser, B., & Axelrod,S.(2001). The contributionofappliedbehavioranalysistotheeducationof peoplewithautism. Behavior Modification, 25(5), 671-677.
Stichter,J.P.,Herzog,M.J., Visovsky,K.,Schmidt,C.,Randolph,J.,Schultz, T., &Gage.N.(2010).Social CompetenceInterventionfor Youthwith AspergerSyndromeandHigh-functioning Autism: AnInitial Investigation.Journal of Autism and Developmental Disorders, 40 (9), 1067-1079
Tager-Flusberg,H.(1999). APsychological ApproachtoUnderstandingtheSocialandLanguage Impairmentsin Autism. International Review of Psychiatry, 11(4), 325-34.
Thomas,S. B. (2000).Collegestudentsanddisability law. Journal of Special Education, 33, 248–257.
Wehman, P., Schall,C.,Carr,S., Targett, P., West,M.,&Cifu,G.(2014). Transitionfromschooltoadulthood foryouthwithautismspectrumdisorder: Whatweknowandwhatweneedtoknow. Journal of Disability Policy Studies, 25(1), 30-40.
23
Existing Comprehensive Program Models
Pleasenote:Institutionaldatareflectsdatafrom2013-14 academicyear.
Eastern University Private/Public:PrivateUndergraduatePopulation: 2541
GraduatePopulation: 1463
Average SAT scoresfornewlyadmittedfreshmen: 1044
Average ACT scoresfornewlyadmittedfreshmen: 22
Highestenrolledundergraduatemajors: Psychology,EarlyChildhoodEducation,Social Work,
YouthMinistry,andManagement
PercentofenrolledUGstudentslivingoncampus: 92%enteringstudents,73%returningstudents
PercentofenrolledUGstudentseligibleforPellGrants: 47%
NumberofenrolledUGstudentsregisteredwithdisability supportoffice: 100
NumberofenrolledUGstudentsregisteredwithdisability supportofficewithadocumented ASD: 9
ProgramName: CollegeSuccessProgram(CSP)
ProgramHousedUnder:CushingCenterforCounselingand AcademicSupport
ProgramMission: The CollegeSuccessProgramforStudentsLivingwith AutismSpectrumDisorder
providestargetedsupport,practicalknowledge,andculturalawarenesstostudentslivingwith Autism
SpectrumDisorderandtothecommunityofEasternUniversity. The missionisconfirmedandcelebrated
whenstudentslivingwith AutismSpectrumDisorder have equalaccesstoanundergraduateeducation
intheCollegeof ArtsandSciences,cansuccessfullyparticipateinthe academic,residential,andsocial
realmsoftheUniversity,andcanfulfillthegreatermissionofEasternUniversity.
YearInitiated: 2012
ProgramEnrollment: 6
LimitedNew Admitsper Year: 12
SourcesofFunding: ParticipantFees
Staffing: Onefulltimecoordinatorandoneparttimeadministrativeassistant. Two graduatementors
who receiveagrantto cover tuition,room,andboard.Fourundergraduatementors who receivea
stipend.
Program Website: http://www.eastern.edu/student-life/academic-support-counseling-and-disability-
services/college-success-program
24
Existing Comprehensive Program Models
Mercyhurst University
Private/Public: Private
UndergraduatePopulation: 2680
GraduatePopulation: 331
Average SAT scoresfornewlyadmittedfreshmen: 1604
Average ACT scoresfornewlyadmittedfreshmen: 25
Highestenrolledundergraduatemajors: Business,IntelligenceStudies,SportsMedicine,CriminalJustice,
andEducation
PercentofenrolledUGstudentslivingoncampus: 93%freshmen,68%ofallundergraduates
PercentofenrolledUGstudentseligibleforPellGrants: 31%
NumberofenrolledUGstudentsregisteredwithdisability supportoffice: 175
NumberofenrolledUGstudentsregisteredwithdisability supportofficewithadocumented ASD: 27
ProgramName: AspergerInitiativeatMercyhurst(AIM)ProgramHousedUnder:LearningDifferences
ProgramProgramMission: The missionof AIMistoeducatecollegestudentslivingwithan Autism
SpectrumDisorderinaprogramthatequallyemphasizesacademicandsocialcompetencytobuild
skillsforacademicandvocationalsuccess.
YearProgramInitiated: 2008
ProgramEnrollment2013: 22(21 live oncampus)
LimitedNew Admitsper Year: 6-9students
SourcesofFunding: Participantfees,institutionalfundingandotherfunding.
Staffing:1 fulltimedirector,2parttimeuniversityemployees,and2studentworkers(paidand/orreceive
collegecredit).
Program Website:
http://www.mercyhurst.edu/admissions/learning%20differences%20program/asperger%20initiative
25
Existing Comprehensive Program Models
Rochester Institute of Technology
Private/Public: Private
UndergraduatePopulation:15,410GraduatePopulation: 2,882
Average SAT scoresfornewlyadmittedfreshmen: 1784
Average ACT scoresfornewlyadmittedfreshmen: 28
Highestenrolledundergraduatemajors: Two largestcolleges by enrollmentareGolisanoCollegeof
ComputingandKateGleasonCollegeofEngineering, which offeravarietyofdegreesinfieldsof
ComputerandInformationSciences,aswellasEngineering
PercentofenrolledUGstudentslivingoncampus: 95%offreshman,55%ofallundergraduates
PercentofenrolledUGstudentseligibleforPellGrants: 30.6%(full-timefirst-timebachelordegree
seekingfreshmen)
NumberofenrolledUGstudentsregisteredwithdisability supportoffice: 777
NumberofenrolledUGstudentsregisteredwithdisability supportofficewithadocumented ASD: 85
ProgramName: SpectrumSupportProgram(SSP)
ProgramHousedUnder: StudentLearningSupportand Assessment
ProgramMission: ProvideservicetotheRITcommunityinordertosupportthe successofstudentson
theautismspectrum.Directsupportofstudentsontheautism spectrumacrossmajorsocialand
academicdomainsaswellasimpactcampusculturethroughtraining,advocacyandcollaboration
withcampuscommunity.
ProgramInitiated: 2008
ProgramEnrollment2013: 48
LimitedNew Admitsper Year: NoLimit-Maylimitnewadmitsafterstartoffallterm
SourcesofFunding: ParticipantFeesandInstitutionalFunding
Staffing: 1full-timedirector,graduatestudentsaspaidmentors,aswellascontractedadjunctsinthe
positionsofcasemanagers,EFcoaches,andseminarinstructors.
Program Website: http://www.rit.edu/studentaffairs/ssp/
26
Existing Comprehensive Program Models
Rutgers University—New Brunswick
Private/Public: Public
UndergraduatePopulation: 33,901
GraduatePopulation: 14,135
Verbal-581;Math-631; Writing-596
Average SAT scoresfornewlyadmittedfreshmen: Verbal:581;Math:631: Writing:596‘
Average ACT scoresfornewlyadmittedfreshmen: Not Available
Highestenrolledundergraduatemajors: BusinessManagement,Pharmacy,Nursing,Communications,
andBiologicalSciences.
PercentofenrolledUGstudentslivingoncampus: 47.5%
PercentofenrolledUGstudentseligibleforPellGrants: 9,810receivedPellgrantsinFall2013,30%
NumberofenrolledUGstudentsregisteredwithdisability supportoffice: 1200
NumberofenrolledUGstudentsregisteredwithdisability supportofficewithadocumented ASD:
Notavailable
ProgramName: CollegeSupportProgram(CSP)ProgramHousedUnder:RutgersHealthServices-
Counseling, AlcoholandOtherDrug AssistanceProgram&PsychiatricServices(CAPS)
ProgramMission: The CollegeSupportProgramforStudentsonthe AutismSpectrum(CSP)isdedicated
tohelpingstudentsdevelopskillsandstrategiestosuccessfullyparticipateinallareasofUniversitylife.
The CSPisanintegrativeandcollaborativeprogramthathelpsstudentstoestablishandpursue
individualized,behaviorallytargetedgoalstosuccessfullynavigatechallengesfacedattheUniversity
level.UnderthedirectionofRutgersUniversity-HealthServices-Counseling, Alcohol&OtherDrug
AssistanceandPsychiatricServices(CAPS),theCollegeSupportProgramprovidescommunityeducation
to promoteaUniversityenvironmentthatisbothsupportiveandinclusive.
ProgramInitiated: 2009ProgramEnrollment2013:11
LimitedNew Admitsper Year: Variesdependingonresources
SourcesofFunding: ParticipantFeesandInstitutionalFunding
Staffing: Onefull-timeprogramcoordinatorandundergraduatevolunteermentors
Program Website: http://rhscaps.rutgers.edu/services/autism-spectrum-college-support-program
27
Existing Comprehensive Program Models
University of Tennessee at Chattanooga
Private/Public: Public
Undergraduate Population: 10,297
GraduatePopulation: 1,377
Average SAT scoresfornewlyadmittedfreshmen: Not Available
Average ACT scoresfornewlyadmittedfreshmen: 23.2
Highestenrolledundergraduatemajors: Chemistry,Engineering,Psychology,Health&Human
Performance,andEarlyChildhoodEducationPercentofenrolledUGstudentslivingoncampus:32%
PercentofenrolledUGstudentseligibleforPellGrants: Not Available
NumberofenrolledUGstudentsregisteredwithdisability supportoffice:1246
NumberofenrolledUGstudentsregisteredwithdisability supportofficewithadocumented ASD: 49
ProgramName: MoSAIC
ProgramHousedUnder: DisabilityResourceCenter
ProgramMission: MosaicProgramisaholisticprogramdesignedtosupport,educateandchallengethe
personalandacademicdevelopmentofcollegestudentswith AutismSpectrumDisorders. Through
developingastrongandacceptingcommunityin which studentsareofferedstructure,studentsareen
couragedtolearntogether,supporteachother,andtakerisks,inthehopesofdevelopinghighly
qualifiedgraduates who arereadytoenterthecompetitiveworkforce.
ProgramImitated: 2009ProgramEnrollment2013:39
LimitedNew Admitsper Year: 10
SourcesofFunding: Participantfees,grantfunding,foundation/giftfunding,andfundraising
Staffing: Onefull-timedirectorofDisabilityServices who devotespartialtimetotheprogram,
40 studentworkers(receivecollegecredit/volunteer)
Program Website: http://www.utc.edu/disability-resource-center/mosaic.php
28
Existing Comprehensive Program Models
University of West Florida
Private/Public: Public
UndergraduatePopulation: 10,158
GraduatePopulation: 2,430
Average SAT scoresfornewlyadmittedfreshmen: 1029
Average ACT scoresfornewlyadmittedfreshmen: 23
Highestenrolledundergraduatemajors: Not Available
PercentofenrolledUGstudentslivingoncampus: 20%
PercentofenrolledUGstudentseligibleforPellGrants: Not Available
NumberofenrolledUGstudentsregisteredwithdisability supportoffice: 450
NumberofenrolledUGstudentsregisteredwithdisability supportofficewithadocumented ASD: 27
ProgramName: AutismInclusionProgram(AIP)
ProgramHousedUnder: StudentDisabilityResourceCenter
ProgramMission: To providethehighestlevelofsupporttocollegestudentswith Autisminaprogram
thatequallyemphasizesacademicandsocialcompetency. The goalofthe AIPistoenhancethecollege
experienceofUWFstudentswith Autism by offeringprogramsthatsupportacademic,social,lifeskills,
andcareerpreparationwhilealsoservingasaplatformforsocialinvolvementinextracurricular
activities.
YearInitiated: 2010
ProgramEnrollment2013: 22(12residential)
LimitedNew Admitsper Year: Nolimit
SourcesofFunding: Noofficialbudget
Staffing: DirectorofStudentDisabilityResourceCenterdenotesaportionoftimetoprogram,along
withagraduateassistant.
Program Website: http://uwf.edu/offices/case-management/autism-inclusion-program/autism-inclusion-program/
29
Existing Comprehensive Program Models
Western Kentucky University
Private/Public: Public
UndergraduatePopulation: 18,115
GraduatePopulation: 3,009
Average SAT scoresfornewlyadmittedfreshmen: Not Available
Average ACT scoresfornewlyadmittedfreshmen: 22
Highestenrolledundergraduatemajors: ElementaryEducation,Nursing,Biology,Interdisciplinary
Studies,andManagement
PercentofenrolledUGstudentslivingoncampus: 29%
PercentofenrolledUGstudentseligibleforPellGrants: 43%
NumberofenrolledUGstudentsregisteredwithdisability supportoffice: 473
NumberofenrolledUGstudentsregisteredwithdisability supportofficewithadocumented ASD: 51
ProgramName: CollegeandCircleofSupport
ProgramHousedUnder: Kelly AutismProgram
ProgramMission: The Kelly AutismProgram’smissionistoprovideaneducational,socialandsupportive
environmentsothatindividualsdiagnosedwith AutismSpectrumDisordercanachievetheirpotential
asproductive,independent,andemployablecommunitycitizens.
YearImitated: 2005ProgramEnrollment2013:41(40inresidentialhousing;1athome)
LimitedNew Admitsper Year: 10
SourcesofFunding: Participantfees,grantfunding,andinstitutionalfunding.
Staffing: Threefull-timeemployees,threepart-timeemployees,and12studentworkers, who are
paidand/orreceivecollegecredit.
Program Website: http://www.wku.edu/kellyautismprogram/collegeandcircleofsupport.php
30
December2014
RochesterInstituteof Technology•OneLombMemorialDrive•Rochester,New York14623
SpectrumSupportProgram•CampusCenter,Suite2720
Phone:(585)475-6936•E-mail:[email protected]