presenters: lauren m. kelley, ph.d. & brittany c. joseph, m.ed. rethinking transitions in higher...
TRANSCRIPT
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Presenters: Lauren M. Kelley, Ph.D. & Brittany C. Joseph, M.Ed.
Rethinking Transitions in Higher Education:
Interventions for Students with Autism Spectrum
Disorders (ASD)
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Lauren Kelley, Ph.D.
Email: [email protected]
Webpage: laurenkelley.org
Education Consultant
Brittany Joseph, M.Ed.
Instructor at Bowling Green State University
Email: [email protected]
Business email: [email protected]
Who We Are…
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Section I① 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
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Section II① 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.
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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 ASD④ Cuts in education
PREVALENCE
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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.
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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 ____
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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.
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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?
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① Did any of those characteristics resonate with you?
② Did the student disclose?③ How was the student received by
other students?
Have you worked with a student with ASD?
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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)
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Exists in the forms of:① Visual② Auditory③ Tactile④ Vestibular⑤ Taste⑥ Smell
What is STIMMING?
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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?
Have you witnessed STIMMING?
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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
DISCLO
SURE
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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
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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
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Campus Financial & Human
Resources
SHOW ME THE MONEY?
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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
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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
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Support Team for
Students with ASD
ASD Student
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Two-Fold Transition Model
• Orientation sessions• Guided campus tours• Alignment with assigned peer mentor• Support team meetings
Summer Orientation
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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: http://youtu.be/kt-TOt9vqJk
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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)
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Questions/Comments
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E-book—Advocacy for Autism Spectrum Disorders in College: A Guide for Students, Faculty, and Student Services Personnel
Coming soon!!!!!!!