CONCURRENT SESSION: RETHINKING HIGHER EDUCATION FOR STUDENTS OUR INFO PRESENTATION OVERVIEW WITH AUTISM SPECTRUM DISORDERS (ASD)

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CONCURRENT SESSION: RETHINKING HIGHER EDUCATION FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS (ASD) OUR INFO Lauren Kelley, Ph.D. First year programming and professional development, adjunct faculty laurenkelley0523@gmail.

1 CONCURRENT SESSION: RETHINKING HIGHER EDUCATION FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS (ASD) OUR INFO Lauren Kelley, Ph.D. First year programming and professional development, adjunct faculty Brittany Joseph, M.Ed. First year programming and peer education and leadership, adjunct faculty PRESENTATION OVERVIEW This session provides insight about: Autism Spectrum Disorders (ASD) prevalence and impact for higher education Case studies/ ASD students Suggestions for faculty teaching students with ASD Recommendations for the future of higher education 1

PREVALENCE OF AUTISM SPECTRUM DISORDERS (ASD) The Center for Disease Control and Prevention (CDC) is reporting that 1 in every 88

Published reports Lack of research Media THINKING IN PICTURES TEMPLE GRANDIN Autism is a lack of social understanding that

(abstract), and word thinkers Autistic minds are good at one thing and bad at something else Cited from: http://www.youtube.

2 PREVALENCE OF AUTISM SPECTRUM DISORDERS (ASD) The Center for Disease Control and Prevention (CDC) is reporting that 1 in every 88 children are being diagnosed with an ASD today. Published reports Lack of research Media THINKING IN PICTURES TEMPLE GRANDIN Autism is a lack of social understanding that involves repetitive, fixative interests Autism is a broad spectrum involving visual thinkers (images, pictures), pattern thinkers (abstract), and word thinkers Autistic minds are good at one thing and bad at something else Cited from: STUDENTS IN COLLEGE WITH AUTISM SPECTRUM DISORDERS (ASD) Case Studies Who are ASD students? What are their issues? Transitioning from high school to college Stress Classroom setting 2

UNDERSTANDING ASPERGER SYNDROME: A COLLEGE PROFESSOR'S GUIDE ASD students may experience challenges by simply being in the classroom as a result of sensory challenges Students may have

3 UNDERSTANDING ASPERGER SYNDROME: A COLLEGE PROFESSOR'S GUIDE ASD students 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) These can impact classroom performance for students Cited from: 3jtEZck DISCLOSING A DISABILITY Resources Accommodating social/ invisible disabilities Institutional commitment Peer support SUPPORT FROM STAFF & ADMINISTRATORS Recommendations for higher education Administrators can provide support to faculty, staff, and students Institutional commitment Disability Services Academic/Student Affairs Student Affairs/Student Activities 3

4 SUPPORTING COLLEGE STUDENTS WITH AUTISM SPECTRUM DISORDERS Clarify accommodations received by students Do not change curriculum simply adapt learning styles for students Incorporate: Volunteer note takers Writing on the whiteboard Exams in distraction free settings Cited from: TOt9vqJk FACULTY RECOMMENDATIONS What can institutions do to best meet the needs of ASD students? Build relationships Encourage regular interaction (i.e., peer mentoring) Learn from them how their ASD affects them Work with parents Share and talk with your colleagues internally and externally FACULTY RECOMMENDATIONS Strategies: 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: TOt9vqJk 4

5 RECOMMENDATIONS FOR HIGHER EDUCATION Raising awareness Professional development opportunities Start talking about it on campus OTHER RESOURCES See handout for additional resources SESSION ASSESSMENT Please complete our session survey Thank you for your participation and your feedback! 5

6 OUR INFO Lauren Kelley, Ph.D. First year programming and professional development, adjunct faculty Brittany Joseph, M.Ed. First year programming and peer education and leadership, adjunct faculty 6

7 Additional Resources Page Rethinking Higher Education for Students with Autism Spectrum Disorders (ASD) Presented by: Lauren M. Kelley, Ph.D. & Brittany C. Joseph, M.Ed. Articles and Books Kelley, L. and Joseph, B. (2012). Rethinking Higher Education for Students with Autism Spectrum Disorders: The Importance of Adult Transitions available at: ents_with_autism_spectrum_disorders_apa.pdf G. Ruth Bork, G. R., King, L., Thierfeld Brown, J., and Wolf, L. (2012). The Parent s Guide to College for Students on the Autism Spectrum. Wolf, L., Thierfeld Brown, J. & Kukiela Bork, G. R. (2009). Students with Asperger Syndrome: A Guide for College Personnel: Shawnee Mission, Kan.: Autism Asperger Pub. Co. Shore, S. (2004). Ask and Tell: Self-Advocacy and Disclosure for People on the Autism Spectrum: Shawnee Mission, Kan.: Autism Asperger Pub. Co. Palmer, A. (2005). Realizing the College Dream with Autism or Asperger Syndrome: A Parent's Guide to Student Success. Langford, S., Zakrajsek, T., & Rood, S. (n.d.) Teaching students with Asperger syndrome (and other disabilities) in the college classroom, creating an inclusive classroom. Websites (Autism information) (Center for Disease Control) (Autism Goes To College/News Links) (Preparing to be nerdy where nerdy can be cool: College planning for students on the Autism spectrum) (Drexel University Autism Support Program) Autism.aspx (A personal story about a college experience with Autism)

8 Additional Resources Page Rethinking Higher Education for Students with Autism Spectrum Disorders (ASD) Presented by: Lauren M. Kelley, Ph.D. & Brittany C. Joseph, M.Ed. Websites, continued (Syracuse University, The Center on Human Policy, Law, and Disability Studies) ACPA%202012%20ASD%20presentation.pdf (Presentation on Institutional Practices that Support Students with Autism Spectrum Disorders) Videos (video resources for autism) Thinking in Pictures (Temple Grandin) Link: Understanding Asperger Syndrome: A College Professor's Guide Link: Supporting College Students with Autism Spectrum Disorders Link:

9 Faculty Recommendations Rethinking Higher Education for Students with Autism Spectrum Disorders (ASD) Presented by: Lauren M. Kelley, Ph.D. & Brittany C. Joseph, M.Ed. Easing the Transition to Life in College Be clear, be direct, don t use jargon or jokes to explain important information Encourage the student to journal about their experiences adjusting to life in college (often times it is easier for them to communicate in writing) Try to maintain a routine and help them transition to unexpected changes Provide guidance and feedback after class Homework Help Make assignment instructions clear, understandable, in writing, and available in more than one place (on the board, printed out, and available online) Explain the purpose of the assignment and specific benefits that the student could receive upon completing the assignment Arrange for a classmate or peer mentor to work directly with the student Developing Social Skills Provide a peer mentor to help understand different social cues Demonstrate and provide examples to explain unacceptable behavior and the possible consequences Sensory Issues and Odd Behaviors I have had students shuffle cards endlessly, spin around on a computer chair, pace in the back of the classroom, and listen to relaxation music on an ipod while odd and somewhat sensory seeking, all of these things allowed the students to maintain their attentiveness, relax, and focus in class Interacting with Peers Provide the student with the opportunity to self-disclose during introductions on the first day of class (if they choose to do so) Let the student tell their story as a connected part of the class, to make others aware of Autism on campus For group work/seating arrangements/lab partners, select peers that you believe would be understanding and tolerant If a conflict arises from peer interactions, explain to the student in a literal way how they can change their actions to improve peer to peer relationships in the classroom

10 Session Survey Assessment Rethinking Higher Education for Students with Autism Spectrum Disorders (ASD) Assessment Purpose for this survey: The purpose of this survey assessment is to collect your feedback from this session. We value your feedback and would like for you to feel comfortable being specific about your future needs in terms of gaining more knowledge and information about assistance with/for students with ASDs. Your responses and feedback will provide information to help further research in the field of higher education about how we can continue to improve the way we support students with ASDs. Please circle the number that best represents your opinion for each statement. Workshop content: 1. Extremely valuable Of very little value 2. Very detailed Of very little detail 3. Current & relevant Outdated or not relevant 4. Learned a lot Learned little to nothing The workshop presenter(s): 5. Were knowledgeable Was unsure of material 6. Had good presentation skills Had poor presentation skills 7. Encouraged participation Discouraged participation 8. Addressed my level and needs Did not address them The training materials: 9. Excellent Poor 10. I was able to follow content I was unable to follow 11. Are valuable for reference Are of no value Overall, the workshop: 12. Had clear goals Had unclear goals 13. Met its goals Missed its goals 14. Was the right length Was too short or long 15. Was excellent Was poor Turn over please

11 Session Survey Assessment Rethinking Higher Education for Students with Autism Spectrum Disorders (ASDs), cont. 16. What is the name of your college or university? 17. What is your role at your college or university (check all that are applicable)? Faculty Staff Administrator Student Other: 18. Have you ever attended a workshop session about supporting students in higher education with ASDs? Yes (please indicate, where and when: ) No 19. Were there specific items that this session did not cover that you would suggest including in future sessions on this topic? Yes No If yes, please share your suggestions below: 20. Were there specific items that this session did cover that you would suggest not including in future sessions on this topic? Yes No If yes, please share your suggestions below: Thank you for your feedback!

Faculty Guide. Having a student with Autism in your class

Faculty Guide. Having a student with Autism in your class Faculty Guide Having a student with Autism in your class What is Autism Autism is a complex neurobehavioral condition that includes impairments in social interaction and developmental language and communication