PPT Presentation Transition from High School to College for
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Transcript PPT Presentation Transition from High School to College for
Rethinking Transitions in
Higher Education:
Interventions for Students with
Autism Spectrum Disorders
(ASD)
Presenters: Lauren M. Kelley, Ph.D. &
Brittany C. Joseph, M.Ed.
Who We Are…
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]
Overview & Session Objectives
Section I
① 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,
cont.
Section II
① 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).
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 ASD
④ Cuts in education
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.
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
____
What do statistics reveal about
students with ASD?
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.
What are the consequences of
ignoring this issue?
like?
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
①Did any of those characteristics resonate
with you?
②Did the student disclose?
③How was the student received by other
students?
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)
Exists in the forms of:
①Visual
②Auditory
③Tactile
④Vestibular
⑤Taste
⑥Smell
Let’s talk about it:
①Did you recognize it?
②Did you know what to do?
③What did you do?
④How did others around the student
stimming react?
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
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
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
Campus
Financial & Human Resources
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
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
Parents
Counselors
Therapists
Faculty
Peers
Disability
Services
ASD
Student
Student Conduct
Office
Peer Mentor
College Staff
Advisors
• Orientation
sessions
• Guided campus
tours
• Alignment with
assigned peer
mentor
• Support team
meetings
Summer
Orientation
Registration &
Transition Plan
• Register for
semester
• Introduction to
faculty and advisors
• Build transition
plan for semester
• Support for ASD
students as they
transition into
college life
First Year
Experience
Course
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
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
Questions/Comments
E-book —
Advocacy for Autism Spectrum
Disorders in College:
A Guide for Students, Faculty,
and Student Services Personnel
Coming soon!!!!!!!