Skip repetitive navigational links
View: Next message | Previous More Hitsmessage
Next in topic | Previous More Hitsin topic
Next by same author | Previous More Hitsby same author
Previous page (April 2014) | Back to main LRNASST-L page
Join or leave LRNASST-L (or change settings)
Reply | Post a new message
Search
Log in
Options:   Chronologically | Most recent first
Proportional font | Non-proportional font

Subject:

Autism

From:

Norman Stahl <[log in to unmask]>

Reply-To:

Open Forum for Learning Assistance Professionals <[log in to unmask]>

Date:

Fri, 11 Apr 2014 08:53:06 -0400

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (107 lines)

Autism gets redefined for profs, campus admin
Recent autism insights give staff, policy new outlook on what it means to be on the spectrum
Posted By Meris Stansbury On April 11, 2014 @ 5:00 am In Campus Administration,Curriculum & Instruction,Featured on eCampus News,Research |

[1] As more people continue to get diagnosed with autism across the U.S., numerous supports are in place…at least in K-12. But as many of these students graduate high school and look toward post-secondary education, has anything changed in how campus staff view autism? How is the autism conversation changing in higher education?
According to the Center for Disease Control’s (CDC) data on Autism Spectrum Disorder [2] (ASD), about 1 in 68 children has been identified with autism. And though ASD does not stem from one racial, ethnic or socioeconomic group, autism is almost five times more common among boys (1 in 42) than among girls (1 in 189).


Despite this surge in students falling somewhere on the autism spectrum, little has changed, at least in campus support, since 1973 with the passing of the Americans with Disabilities Act (ADA), which requires that colleges and universities comply with the Act’s mandates.


However, most college departments that deal with ADA compliance prescribe ‘support’ to students with autism as they would with other students with disabilities: More time on tests, alternative test-taking spaces, and the allowance of student note-takers in class.
And while many higher-ed institutions have recently begun to offer programs [3] that cater specifically to students with ASD, it often comes at a steep price for families.


For example, Adelphi University [4] in Garden City, N.Y, a university which has one of the most comprehensive programs in the country, charges $2,620 per semester—on top of tuition.


Fees for Eastern Michigan University’s (EMU) Autism Collaborative Center [5] (ACC) program, which can be very intensive, range from $4,500 to $7,500 a semester. Others are less expensive, including Colorado State University’s [6], which costs $1,500 a semester.
These programs offer additional services for ASD students, including services for meetings with students, accompanying them to class, planning for assignments, feeling at ease socially, and helping some students to eat and shower regularly.


“Just getting the kids to the college level can require a tremendous investment of time, money and effort, explained ACC’s program directors to Diverse Education [7], “and with those extra fees, poor and minority kids can be left behind. High schools in poor neighborhoods may [also] have fewer services, leaving students unprepared to go to college.”


Yet, according to Lauren Kelley, manager of First Year Experience (FYE) and former director of professional development at Owens Community College [8], helping students with autism, at least in class, can be as simple as trying and listening.
After helping one student in a class diagnosed with autism, she helped another, with a completely new set of challenges, just by asking them how she could help.


No student asked for ‘unreasonable’ treatment, noted Kelley, including being able to write questions down on paper, or having extra patience if a distraction occurred.


“When I am challenged or frustrated by an ASD student, I remind myself that everything is challenging for them and I should be thankful to have the opportunity to help them learn and progress,” said Kelley. “I have been so fortunate to learn about ASD, how others think and give the gift of higher education to students that may have never been afforded the opportunity,” due to what Kelley admits are “appalling lack of supports and available resources for ASD students on campuses.”


For Kelley’s case studies on her experiences with ASD students, read here [9].


Suggestions for faculty teaching students with ASD


Along with Brittany Joseph, another FYE instructor at Owens, Kelley has eight suggestions for faculty and campus administration when working with ASD students in and out of the classroom.


Faculty:
1. Build a relationship with the ASD student on the first day. As faculty, say the Owens instructors, “we can ease their anxieties by nurturing them with warmth and acceptance on the first day of classes.
2. Regular interaction. According to the instructors, faculty should encourage the ASD student to arrive before class to review expectations and objectives for the day. Also, faculty should recommend that the ASD student stay after class to recap the outcomes and expectations for the next class meeting, including upcoming assignments and projects.
“By encouraging the student to reach out before or after class, the number of questions and concerns that arise during the class time is reduced and other students in the course are less frustrated by the number of interruptions.
3. Build a relationship with their parents. With documentation to meet the legalities of Family Educational Rights and Privacy Act (FERPA) from the student, faculty can reach out to the parents and ask them questions.
4. Share your experience with others in your institution. “Each semester brings with it a new set of faculty members that may or not be aware of ASDs,” said the instructors. “Become an advocate for autism professional development for peers, staff, and administrators on your campus.”


For institutions:
5. The college culture and disability disclosure: Institutional policies and faculty/peer reactions to autism often are the reasons why ASD students do not self-disclose about their disability, explain Kelly and Joseph. The institution, as a whole, must be willing to work collaboratively with the parents of ASD students, faculty, advisors, therapists, disability services personnel, and student conduct personnel.
6. The office of disability service: Other accommodations can be made for students other than just the ADA, such as faculty clearly defining classroom expectations, allowing students to record their lectures, and providing students with access to their class notes. In addition, Disability Services Offices can collaborate with academic affairs and student activities departments to offer brown bag sessions, faculty development seminars, and provide a speaker series with ASD guest speakers in a diversity of career fields.
7. The offices of student affairs and student activities: Student organizations can capitalize on Autism Awareness Month. The Offices of Disability Services can also coordinate with the Offices of Student Affairs and Student Activities to provide summer transitional programs for ASD students. These offices can then establish peer support groups that provide a social network for ASD students. These offices can work together to ensure that new student orientations and first year related activities create awareness about cognitive disabilities.
8. The office of academic affairs: A director of FYE could create an FYE course with the purpose of providing assistance for ASD students transitioning into the college setting. The course objectives would include helping students learn how to cope with having ASD, to self-advocate as a student with ASD, to gain an understanding of the support services available beyond the disability services office, and to develop a personal transition plan.
For a more detailed description of recommendations and conclusions, read the report [9].




Autism a good fit for higher-ed
Besides offering in-classroom support and more social campus activities, Tyler Cowen [10], professor of economics at George Mason University, believes the culture of higher education may be just the place for students with autism.


“A lot of people at colleges are aware of dealing with autism (and Asperger’s syndrome; I will refer generally to the autism spectrum) in their ‘special needs’ programs,” writes Cowen for theChronicle of Higher Education [11]. “The more complex reality is that there is a lot more autism in higher education than most of us realize. It’s not just ‘special needs’ students but also our valedictorians, our faculty members, and yes—sometimes—our administrators.”


Cowen argues that the American university is an environment “especially conducive to autistics,” for a variety of their skills, but especially their preference for stable environments, the ability to choose their own hours and work at home, and the ability to work on focused projects for long periods of time.


“Does that sound familiar?” asks Cowen. “The modern college or university is often ideal or at least relatively good at providing those kinds of environments. While there is plenty of discrimination against autistics, most people in American universities are so blind to the notion of high-achieving autistics that one prejudice cancels out the other, to the benefit of many of the autistics in universities.”
Cowen also notes many prestigious university alumni in his article that have also been diagnosed with autism. Read the article. [11]
“The point is not to convince you of any single profile of autistics or to replace your old stereotypes with new ones,” explains Cowen. “Rather, we keep on learning that the diversity of autistics is greater than we used to think.”


Another way of putting it, he says, is that all students are special-needs students requiring lots of help.


“The non-autistic students do not represent some ideal point that everyone is striving to attain, but rather both autistic and non-autistic students are trying to learn the specialized skills of the other group, as well as perfecting their own skills.”


For faculty and campuses interested in learning more about students with ASD, as well as what other institutions are doing to better support students with autism:

Understanding Asperger’s Syndrome: A College Professor’s Guide (Video Part 1 [12]) (Video Part 2 [13])
AHEADD [14] (Organization)
“Back to School: Autistic students get help navigating college life [15].”
“New UA program integrates autistic students [16].”







Article printed from eCampus News: http://www.ecampusnews.com
URL to article: http://www.ecampusnews.com/curriculum/autism-profs-campus-691/



~~~~~~~~~~~~~~~
To access the LRNASST-L archives or User Guide, or to change your
subscription options (including subscribe/unsubscribe), point your web browser to
http://www.lists.ufl.edu/archives/lrnasst-l.html

To contact the LRNASST-L owner, email [log in to unmask]

Advanced Options


Options

Log In

Log In

Get Password

Get Password


Search Archives

Search Archives


Subscribe or Unsubscribe

Subscribe or Unsubscribe


Archives

December 2020
November 2020
October 2020
September 2020
August 2020
July 2020
June 2020
May 2020
April 2020
March 2020
February 2020
January 2020
December 2019
November 2019
October 2019
September 2019
August 2019
July 2019
June 2019
May 2019
April 2019
March 2019
February 2019
January 2019
December 2018
November 2018
October 2018
September 2018
August 2018
July 2018
June 2018
May 2018
April 2018
March 2018
February 2018
January 2018
December 2017
November 2017
October 2017
September 2017
August 2017
July 2017
June 2017
May 2017
April 2017
March 2017
February 2017
January 2017
December 2016
November 2016
October 2016
September 2016
August 2016
July 2016
June 2016
May 2016
April 2016
March 2016
February 2016
January 2016
December 2015
November 2015
October 2015
September 2015
August 2015
July 2015
June 2015
May 2015
April 2015
March 2015
February 2015
January 2015
December 2014
November 2014
October 2014
September 2014
August 2014
July 2014
June 2014
May 2014
April 2014
March 2014
February 2014
January 2014
December 2013
November 2013
October 2013
September 2013
August 2013
July 2013
June 2013
May 2013
April 2013
March 2013
February 2013
January 2013
December 2012
November 2012
October 2012
September 2012
August 2012
July 2012
June 2012
May 2012
April 2012
March 2012
February 2012
January 2012
December 2011
November 2011
October 2011
September 2011
August 2011
July 2011
June 2011
May 2011
April 2011
March 2011
February 2011
January 2011, Week 3
January 2011, Week 2
January 2011, Week 1
January 2011
December 2010, Week 5
December 2010, Week 4
December 2010, Week 3
December 2010, Week 2
December 2010, Week 1
November 2010, Week 5
November 2010, Week 4
November 2010, Week 3
November 2010, Week 2
November 2010, Week 1
October 2010, Week 5
October 2010, Week 4
October 2010, Week 3
October 2010, Week 2
October 2010, Week 1
September 2010, Week 5
September 2010, Week 4
September 2010, Week 3
September 2010, Week 2
September 2010, Week 1
August 2010, Week 5
August 2010, Week 4
August 2010, Week 3
August 2010, Week 2
August 2010, Week 1
July 2010, Week 5
July 2010, Week 4
July 2010, Week 3
July 2010, Week 2
July 2010, Week 1
June 2010, Week 5
June 2010, Week 4
June 2010, Week 3
June 2010, Week 2
June 2010, Week 1
May 2010, Week 4
May 2010, Week 3
May 2010, Week 2
May 2010, Week 1
April 2010, Week 5
April 2010, Week 4
April 2010, Week 3
April 2010, Week 2
April 2010, Week 1
March 2010, Week 5
March 2010, Week 4
March 2010, Week 3
March 2010, Week 2
March 2010, Week 1
February 2010, Week 4
February 2010, Week 3
February 2010, Week 2
February 2010, Week 1
January 2010, Week 5
January 2010, Week 4
January 2010, Week 3
January 2010, Week 2
January 2010, Week 1
December 2009, Week 5
December 2009, Week 4
December 2009, Week 3
December 2009, Week 2
December 2009, Week 1
November 2009, Week 5
November 2009, Week 4
November 2009, Week 3
November 2009, Week 2
November 2009, Week 1
October 2009, Week 5
October 2009, Week 4
October 2009, Week 3
October 2009, Week 2
October 2009, Week 1
September 2009, Week 5
September 2009, Week 4
September 2009, Week 3
September 2009, Week 2
September 2009, Week 1
August 2009, Week 5
August 2009, Week 4
August 2009, Week 3
August 2009, Week 2
August 2009, Week 1
July 2009, Week 5
July 2009, Week 4
July 2009, Week 3
July 2009, Week 2
July 2009, Week 1
June 2009, Week 5
June 2009, Week 4
June 2009, Week 3
June 2009, Week 2
June 2009, Week 1
May 2009, Week 5
May 2009, Week 4
May 2009, Week 3
May 2009, Week 2
May 2009, Week 1
April 2009, Week 5
April 2009, Week 4
April 2009, Week 3
April 2009, Week 2
April 2009, Week 1
March 2009, Week 5
March 2009, Week 4
March 2009, Week 3
March 2009, Week 2
March 2009, Week 1
February 2009, Week 4
February 2009, Week 3
February 2009, Week 2
February 2009, Week 1
January 2009, Week 5
January 2009, Week 4
January 2009, Week 3
January 2009, Week 2
January 2009, Week 1
December 2008, Week 5
December 2008, Week 4
December 2008, Week 3
December 2008, Week 2
December 2008, Week 1
November 2008, Week 5
November 2008, Week 4
November 2008, Week 3
November 2008, Week 2
November 2008, Week 1
October 2008, Week 5
October 2008, Week 4
October 2008, Week 3
October 2008, Week 2
October 2008, Week 1
September 2008, Week 5
September 2008, Week 4
September 2008, Week 3
September 2008, Week 2
September 2008, Week 1
August 2008, Week 5
August 2008, Week 4
August 2008, Week 3
August 2008, Week 2
August 2008, Week 1
July 2008, Week 5
July 2008, Week 4
July 2008, Week 3
July 2008, Week 2
July 2008, Week 1
June 2008, Week 5
June 2008, Week 4
June 2008, Week 3
June 2008, Week 2
June 2008, Week 1
May 2008, Week 5
May 2008, Week 4
May 2008, Week 3
May 2008, Week 2
May 2008, Week 1
April 2008, Week 5
April 2008, Week 4
April 2008, Week 3
April 2008, Week 2
April 2008, Week 1
March 2008, Week 5
March 2008, Week 4
March 2008, Week 3
March 2008, Week 2
March 2008, Week 1
February 2008, Week 5
February 2008, Week 4
February 2008, Week 3
February 2008, Week 2
February 2008, Week 1
January 2008, Week 5
January 2008, Week 4
January 2008, Week 3
January 2008, Week 2
January 2008, Week 1
December 2007
November 2007
October 2007
September 2007
August 2007
July 2007
June 2007
May 2007
April 2007
March 2007
February 2007
January 2007
December 2006
November 2006
October 2006
September 2006
August 2006
July 2006
June 2006
May 2006
April 2006
March 2006
February 2006
January 2006
December 2005
November 2005
October 2005
September 2005
August 2005
July 2005
June 2005
May 2005
April 2005
March 2005
February 2005
January 2005
December 2004
November 2004
October 2004
September 2004
August 2004
July 2004
June 2004
May 2004
April 2004
March 2004
February 2004
January 2004
December 2003
November 2003
October 2003
September 2003
August 2003
July 2003
June 2003
May 2003
April 2003
March 2003
February 2003
January 2003
December 2002
November 2002
October 2002
September 2002
August 2002
July 2002
June 2002
May 2002
April 2002
March 2002
February 2002
January 2002
December 2001
November 2001
October 2001
September 2001
August 2001
July 2001
June 2001
May 2001
April 2001
March 2001
February 2001
January 2001
December 2000
November 2000
October 2000
September 2000
August 2000
July 2000
June 2000
May 2000
April 2000
March 2000
February 2000
January 2000
December 1999
November 1999
October 1999
September 1999
August 1999
July 1999
June 1999
May 1999
April 1999
March 1999
February 1999
January 1999
December 1998
November 1998
October 1998
September 1998
August 1998
July 1998
June 1998
May 1998
April 1998
March 1998
February 1998
January 1998
December 1997
November 1997
October 1997
September 1997
August 1997
July 1997
June 1997
May 1997
April 1997
March 1997
February 1997
January 1997
December 1996
November 1996
October 1996
September 1996
August 1996
July 1996
June 1996
May 1996
April 1996
March 1996
February 1996
January 1996
December 1995
November 1995
October 1995
September 1995
August 1995
July 1995
June 1995
May 1995
April 1995
March 1995
February 1995
January 1995

ATOM RSS1 RSS2



LISTS.UFL.EDU

CataList Email List Search Powered by the LISTSERV Email List Manager