Transitioning from High School to College Transition PlanningDeveloping IndependenceSelf-Understanding & Self Advocacy

Instructor:Robin Lurie-Meyerkopf M.Ed. Consultation and Training in Asperger’s & related conditions 603-520-4780talkinrobin5@gmail.comWebsite: http://talkinrobin5.wix.com/rlmconsulting

The Friendship AlgorithmVideo – The Big Bang Theory

Questions to think about.How is Sheldon perceived by the

others?What characteristics are socially

inappropriate?Why is this funny?Is Sheldon a successful adult?

What qualities to we attribute to success?

Main Objectives! College StudentsGetting inStaying inGetting outGetting a job

Main Objectives! High School StudentsGet passing gradesGraduatingGetting into collegeSuccessful college choice

Eligibility and Legal Standards k-12

School districts must serve any child with a disability who needs special education and related services, even though the child has not failed or been retained in a course or grade, and is advancing from grade to grade. 34CFR 300.101(Federal)

IDEA in High SchoolIDEA: To be eligible for special education, a child must have a disability and must need special education services and related services. If a child has a disability but does not need special education services, the child is not eligible for special education under IDEA but may be eligible for protections under Section 504 of the Rehabilitation Act.

IDEA: The purposes of this title are to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living. (Section 1400(d)(1)(A))

Eligibility and Legal Standards for College

Diagnosis ≠ DisabilityDiagnosis not guarantee of specific

accommodationsDocumentation establishes eligibilityStudents must self-identifyAccommodation does not guarantee

successEvidence that disability is limiting

access to learning

*Wrights Law“The ultimate responsibility for

providing transition services rests with the school district (or state education agency if district fails) and there is no provision for a waiver of this requirement.”*

This is true while the student is still in High School.

Once the student arrives at college the rules for IDEA have changed.

*IDEAUS Department of Education“Unlike your high school,

however, your postsecondary school is not required to provide FAPE. Rather, your postsecondary school is required to provide appropriate academic adjustments as necessary to ensure that it does not discriminate on the basis of disability.”*

What do colleges offer for support?

Take a few minutes to write down what you think may be offered for support to students at the college level.

What do colleges really offer for support?

Office of Disabilities/Student Support Services etc.

Counseling/Mental Health Study Centers/Math or Writing

LabsAssistive TechnologyAccessibility to Classes &

ProfessorsAlternative TestingAlternative Housing Options

What Colleges Do Not Offer

Testing or DiagnosisInitiation of Eligibility or ServicesCommunication with Families or

High School PersonnelIEP/Individual Education Plan or

504Reduced Workload or

RequirementsProvide Aides/Tutors or Personal

Assistants

Sample of an Accommodation

Modifications may include changes in the length of time permitted for the completion of degree requirements, substitution of specific courses required for the completion of degree requirements, and adaptation of the manner in which specific courses are conducted**Transition of Students With Disabilities To Postsecondary Education Office for Civil Rights

Profile of ASD students

Students with ASD typically appear different from their peers such as ◦ Low eye contact ◦ Rapid or slow speech ◦ Misunderstanding intentions of others◦ Intelligent but difficulty doing things that are not interesting

to them◦ Transition issues◦ Emotional regulation difficulties that may result in tantrums

or temper outbursts◦ Social difficulties◦ Sensory issues that overwhelm◦ Time management difficulties◦ Overwhelm conversations with special interest

One way for students to self advocate

When presented information in a way that is clear, specific & visual may respond positively!

SocialCognition

Competence

Flexible Thinking

GeneralizationMain Idea

OrganizationProblem-solving

PerspectiveTaking

UnwrittenSocial Rules

SocialCommunication

Self AwarenessSelf Advocacy

ExecutiveFunction

Theory Of Mind

Central Coherence

HiddenCurriculum

Pragmatics

AttentionImpulse Control

Regulation of Emotions and Anxiety

SensoryRegulation

ASThe Big Picture

© Asperger’s Association of New England www.aane.org

How do these issues affect college students with ASD?

Interrupting behavior may be annoying Difficulty with core subjectsRoommate or dorm issuesHanding work in on timeDifficulties contacting professors or

disability services when help is neededMisunderstanding grading or the big

picture on gradesIsolation issuesEating or food issuesWhat else?

Planning – Where to start

Start college visits EARLY◦ Visit small, medium & large campuses◦ Find information on colleges working successfully with AS

studentsCan students take college classes in HS?Visit Community CollegesTalk to Disability Services

◦ How many staff in dept.?Live at home or away?

◦ If away, single or roommates?◦ How far away?◦ Disclose to dorm?

Fostering independence

Join clubs, groups, organizationsJob shadowing

◦Leading to a job?Volunteering

◦Use special interestInternships

◦Use interests to develop plan◦Could internship lead to job?

Job vs. Career

Before you go off to college…

Interest InventoryAway from home experiencesDriving vs. public transportationMoney managementCollege information

◦Language requirement?◦Core classes – how many, what subjects?

Obsession/special interest management

Med managementUnderstanding diagnosis

Disclosure

Office of Disabilities◦Register/not register◦ Information for parents

Disclose to Professors?Who will be the “go to” person?

◦Plan for feeling overwhelmed Depressed Anxious

No disclosure◦What happens when things aren’t working?

Classes

When to stick it out or let it go◦ Dropping classes

Time left in semester◦ Bringing grades up◦ Getting tutors

Talking to professors◦ Office hours◦ Making appointments

Keeping appointmentsCore classes

◦ Interest level Plan for low concentration abilities

Semester at a glance◦ Calendar with holidays, deadlines, tests, due dates etc.

Weekly calendar with short term dates Plan for home visits

Developing Independence

Before attending college, students should understand: Strengths & challenges Relaxation or calming routines How to study, do research, write a paper, etc. Time management

◦ Get up and get going by themselves◦ Passing things in on time

Advocating for themselves◦ Understand when things are not going well

Asking for help Classroom etiquette

◦ Staying seated, raising hand, interrupting, making noises etc.◦ Understand acceptance of differences among professors

Understand College/University Rights

Right to: Maintain College/University standardsDetermine requirements and

standards of studyMaintain and enforce codes of

conductADA guidelines

Student rights

The Right to:Have equal access to programs of studyAttend and/or participate in “on

campus” activities, clubs and organizations

Reasonable and appropriate accommodations

ADA guidelines

Basic College Rules for Students with AS

Understanding hierarchy How to interact with roommates, other students,

professors, and othersBasic hygieneDating etiquette

◦ Friendship vs. dating◦ Stalking vs. friendship

Negotiating/compromise◦ Flexibility◦ Emotional regulation◦ Letting go

Basic College Rules for Students with AS (con’t)

Peer pressure◦ Drinking, drugs, sex etc.

Dealing with criticism Flexibility

◦ Letting go◦ Doing what someone else wants…

Problem solving◦ Plan for when things are not going well◦ “Go to” person –

Disability Services? Counseling Services? RA?

Communication ◦ Email◦ Facebook◦ Phone messages◦ Schedule for communicating w/parents

Basic Skills for College Students with AS

Study habits◦ Test taking skills◦ Notes◦ Readings

Every word vs. skimmingAppropriately advocating with professors, TA’s,

peers, administration etc.Being prepared

◦ Keeping up w/assignments◦ Group projects –

Avoiding the all or nothing pitfallsTimeliness

◦ HW◦ Assignments◦ Projects

Basic Skills for College Students with AS (con’t)

Organization◦ Work/study area◦ Keeping up w/deadlines◦ Neatness of work

Classroom etiquette◦ Too much – or too little◦ Correcting instructor◦ Disruptions or interruptions

Loud noises or eating Using campus transportation

◦ Getting to class on time Leisure time

◦ Video games◦ “special interest”◦ Sleep◦ Eating

Navigating the DC

Preparation for college

Preparation begins with High School Transition Plan

Involves both school, families and student

Many colleges to choose fromMay take longer than typically

developing peersSelf-understanding and self-

advocacy skills are necessary!

Decisions & Documentation

Will the student disclose in college?◦ To whom?

Office of Disabilities? Counseling Services? Professors? RA’s?

Full Schedule?Last neuropsych evaluation? Should be within 3 yearsUnderstanding of strengths and challenges.Self-advocacy skills

Self-Awareness begins before college

Vision statement◦ Why go to college?◦ Understanding of careers matching interest

Understanding about self-regulation/self-care◦ Will behavior disturb others?◦ Communication about misunderstandings◦ Impulse control and impulsivity◦ Sensory issues◦ Hygiene

Time management◦ What works for you?

Watch Calendar Phones Blackberry/iPad

There is a college for everyone!

To think about –◦ Will student apply to schools with dedicated AS

programs?◦ Is student ready for all core subjects?◦ Has the student taken a language in HS?

Is student willing to continue language requirement in college?

◦ Is a large, medium, or small school right for the student?◦ Are there clubs or classes pertaining to the student’s

special interest?◦ Is student willing to go to a small or community college

then transferring to a larger institution?

Where did Barack Obama go to school?

Colleges & Universities

Provide equal access to facilities, programs and activities to all students

Offer reasonable accommodations

Uphold student confidentialityEstablish polices & procedures

for students with disabilities, including grievance

College Students

Must be able to attend classesComplete required assignmentsMaintain appropriate behaviorAble to self-advocateGet accepted to college on own

meritShow functional impact of disability

Video – Life with Asperger’s

Video talking points

Was college successful for Daniel Corcoran? Why?◦What was helpful?◦Difficulties?

Asperger’s characteristics

What universities & colleges CAN do

Provide services through Disability & Counseling Offices

Tutoring servicesPeer supportCampus handbookContact information for professors, TA’s, health

center, etc.Grades/project updatesEmergency informationReasonable accommodations?Training for staff??Consultations about AS?

Transition Checklists

Think about your students’ families

Think about your schoolThink about how to develop a

transition checklist for familiesThink about how to develop a

checklist for the school

Think about what makes sense for your school, students and families!

Considerations - review

Full time vs. part timeCommunity college vs. 4 year institutionRoommate vs. singleRegistering with Disabilities ServicesCourses in summer?Accommodations

◦ What works for you?◦ What is reasonable to ask for?

Parental involvement?◦ FERPA◦ Going home

How often?Managing anxietyMed management

Considerations - review

Accepts & understands diagnosis◦ Strengths & challenges

Ability to self advocateSelf acceptanceUnderstand available resources

◦ Knows how to access services Counseling Tutoring Advising

Aware of codes of conductAbility to negotiate, compromise, let goDeals appropriately with members of the opposite

sexUnderstands Emergency proceduresWill student have a coach?

Considerations - review

Time managementMoney managementTransportation managementSocial anxiety managementSetting and achieving goalsUnderstanding relationshipsConflict managementStress management

What’s MOST important?(where to start…)

Self –AdvocacyUnderstanding of strengths & challengesOne or two away from home experiencesAssessments in HS – neuropsych,

technology, sensory etc.Plan for when things are NOT going well –

have a go to person

AANE wallet cardTo: A Law Enforcement Officer or other First ResponderI have a diagnosis of Asperger Syndrome.

My Name: __________________________________________________Home phone: ________________ D.O.B. ______/______/______In case of emergency, or to assist both you and me in

communicating and in resolving this situation, please contact one of the following people:

1. Name __________________ Phone: ______________2. Name __________________ Phone: ______________

Asperger’s Association of New England617-393-3824 www. a a n e . o r g

AANE wallet card

I have Asperger’s Syndrome, a social/communication disability related to autism.

Because of my Asperger’s Syndrome, I may Panic if yelled at, and lash out if touched or physically restrained. Misinterpret things you tell me or ask me to do. Not be able to answer your questions. Appear not to be listening or paying attention. Tend to interpret statements literally. Appear rude or say things that sound tactless, especially when anxious or

confused. Have difficulty making eye contact. Speak too loud, too soft, or with unusual intonation. I would like to cooperate. To help me cooperate, PLEASE: Clearly identify yourself as a law enforcement officer/first responder. Call one of my emergency contacts. (Please see reverse side of this card.) Do not assume that my Asperger’s traits constitute suspicious behavior. Avoid touching me or restraining me. Speak to me in normal, calm, non-confrontational tones. Tell me exactly what I need to do politely, clearly, simply, literally, and step by

step.

Thanks

I would like to thank Jane Thierfeld Brown and Lorraine Wolf for their expertise and dedication to college students with AS and their families. Their insight and advice is invaluable.I would also like to thank Korinne Ritchey who is head of Disability Support Services at Middlesex Community College in MA for her opinions on supporting college students with AS. It is because of folks like these that we have more ASD & other students with challenging social issues

attending and being successful at college now!

Bibliography

Webhttp://www.coultervideo.com/FirstyrCollegeessay.htm

http://www.youtube.com/watch?v=Imv-KA5VQBE&feature=channel

http://www.youtube.com/watch?v=PKRUeGJR-aM

Bibliography

Books Armstrong, Thomas (2000) Multiple Intelligences in the Classroom. Assoc.

for Supervision& Curriculum Development

Attwood, Tony (1998) Asperger’s Syndrome, A guide for Parent’s and Professionals. Jessica Kingsley Press

Levine, M. (2002) A Mind at a Time. Simon and Shuster: New York

Palmer, Ann. (2006) Realizing the College Dream with Autism or Asperger Syndrome. London, UK: Jessica Kingsley Publishers.

Shore, Stephen (2004) Ask and Tell: Self Advocacy and Disclosure for People on the Autism Spectrum. Autism/Asperger’s Publishing Company

Wolf, Lorraine E., Jane Thierfeld Brown, and Ruth K. Bork. (2009) Students with Asperger Syndrome: A Guide for College Personnel. Shawnee Mission, KS: Autism Asperger Publishing Co.