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There are barriers – both physical and attitudinal – that deny access to autistic college students on today’s college campuses. In this webinar, the presenter shares discoveries learned while working with autistic students in regards to how peer mentoring and other supports are effective in helping to diminish and remove these barriers. Participants will also have concrete ideas, both large and small, that they can implement in their programs, for themselves and/or for their students that will remove barriers to access and begin to affect change in outcomes for autistic students.
Judul Asli
Autistic Self Advocacy Network Webinar with Autism NOW May 29 2014
There are barriers – both physical and attitudinal – that deny access to autistic college students on today’s college campuses. In this webinar, the presenter shares discoveries learned while working with autistic students in regards to how peer mentoring and other supports are effective in helping to diminish and remove these barriers. Participants will also have concrete ideas, both large and small, that they can implement in their programs, for themselves and/or for their students that will remove barriers to access and begin to affect change in outcomes for autistic students.
There are barriers – both physical and attitudinal – that deny access to autistic college students on today’s college campuses. In this webinar, the presenter shares discoveries learned while working with autistic students in regards to how peer mentoring and other supports are effective in helping to diminish and remove these barriers. Participants will also have concrete ideas, both large and small, that they can implement in their programs, for themselves and/or for their students that will remove barriers to access and begin to affect change in outcomes for autistic students.
for Autistic College Students Sara Gardner, Program Manager, Autism Spectrum Navigators Susan Gjolmesli, Director, Disability Resource Center Bellevue College, Washington State, U.S.A. Research Shows Youths with autism spectrum disorders (ages 19-23) are less likely than those with other disabilities to be employed or enrolled in college Students with disabilities lack adequate self- advocacy skills needed for success in the postsecondary education setting Employment rate rises with family income rates Our Experiences Without additional access services, college students with ASDs complete fewer classes, and drop out of college at a higher rate College students with ASDs typically do not seek out campus services or additional support from instructors Even with an extraordinarily low cost program, some families cannot access it for financial reasons
What Parents Want Campus awareness about Autism Support for: Communicating with peers Mentoring Orientation & Transitioning Trained Specialists Parental Involvement What Students Want Connection with other students with ASDs Advocacy with instructors Instructors who are educated about ASDs Clearly organized assignments and syllabi Clear communication Organizational support
Before the pilot what we observed Share your experiences & questions: This may be different based on where you live! Socio-economic background, ethnicity, Academic ability Physical ability Interests, aspirations Classroom access needs and more Share your experiences & questions: Different for each Environment specific Attitudinal barriers?
Similarities? Physical barriers? Other barriers?
2010-2011(26 students) Services Group (13 students) 100% retention Maintained a 3.0 GPA for three quarters Passed 85% of attempted classes with a C- or better
Control Group (13 students) 61% retention GPA dropped each quarter: 2.52; 2.44; 2.10 Passed 67% of attempted classes with a C- or better
2011-2012 (18 students) 94% retention 3.04 GPA Passed 87% of attempted classes with a C- or better 2012 -2013 (46 students) 96% retention 3.26 GPA Passed 86% of attempted classes with a C- or better
2013 -2014 Fall 2013 (76 students) 96% retention 3.24 GPA Passed 88% of attempted classes with a C- or better Winter 2014 (64 students 1 grad, 8 retained- not in ASN, 3 dropped out) 97% retention 3.12 GPA Passed 79% of attempted classes with a C- or better Our mission is to provide access services for autistic students that lead to successful academic outcomes while providing educational opportunities that increase self- knowledge in the areas of executive functioning, self-regulation, social interaction, self-advocacy and career preparation; and to actively promote a campus wide environment of inclusion and understanding of students, faculty and staff with neurological differences.
Program Areas of Focus: 1. Self-Advocacy 2. Executive Functioning 3. Self Regulation 4. Social Interaction Four components: 1. Peer Mentoring 2. Instruction 3. Parent Training & Support 4. Faculty & Campus Training & Support
Structured around student-identified needs Student initiated check-ins with faculty Standardized format ensures: skills acquisition academic progress monitoring program compliance ease of record keeping Marco-Polo Check-In weekly agreed-upon objective
ASN students take a series of credit classes as a cohort, in addition to classes for their chosen degree path. They are simply students at the college who receive supports. First Year Skills for Navigating College & Career Executive Functioning in the Workplace Stress Management Second Year Third Year Career Exploration Interpersonal Communications Self-Advocacy Tech Writing & Soft Skills for Bus. Occupational Wellness Internship Video: Using Canvas to connect Parents need: Reassurance that their student is in good hands Training for how to best support their student Networking with other parents Focus on Interdependence, Collaborative Problem Solving, Learned Optimism and Self-Efficacy Regular Faculty training Individual communication with N.A.s Faculty section on program website Consultation with program manager
Postsecondary Educational Aspirations of High- Functioning Adolescents With Autism Spectrum Disorders and Their Parents: http://moodle.capilanou.ca/pluginfile.php/197425/ mod_resource/content/1/Post- Secondary%20Aspirations%20of%20High- Functioning%20.pdf
Collaborative Efforts to Improve Access to Postsecondary Education for Students with Disabilities: Report to the Legislature Pursuant to Substitute Senate Bill 5180 (Washington Student Achievement Council)
Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3 362908/
Evaluating Cognitive Web Accessibility http://webaim.org/articles/evaluatingcognitive/
Autism Spectrum Navigators at Bellevue College http://www.bellevuecollege.edu/autismspectrum navigators/
Susan Gjolmesli, Director, Disability Resource Center: susan.gjolmesli@bellevuecollege.edu 425.564.2392
Sara Gardner, Program Manager, Autism Spectrum Navigators: sara.gardner@bellevuecollege.edu 425.564.2172
Website: www.autismnow.org
Information & Referral Call Center: 1-855-828-8476
Next Webinar: Saturday, June 21, 2014, 1:00-2:00 PM, Eastern Time Autism Spectrum Disorders: An Overview in Spanish
PowerPoint/Recording: Email Phuong (pnguyen@autismnow.org ) to request materials!
Mostafa, Magda, 'An Architecture For Autism. Concepts of Design Intervention For The Autistic User,' IJAR International Journal of Architectural Research, Vol. 2, Issue 1 (2008) .