Students With Asperger Syndrome: A Guide for College Personnel
by Wolf, Lorraine E.Format: Paperback
Pub. Date: 2009-03-01
Publisher(s): Aapc Inc
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Summary
For many students with autism spectrum disorders getting admitted to college is the easy part. Surviving and succeeding can be quite another, as these students transition into a system that is often unprepared to receive them. Accommodating students whose disabilities very likely fall in social and self-regulatory areas is a particular challenge for disability services providers who are not used to reaching out into so many areas of student life. Based on the authors' extensive experience, this comprehensive book offers disability services professionals practical strategies for accommodating and supporting students in all phases of college life and beyond. Major chapters address legal issues and academic accommodations; co-curricular needs and accommodations; housing and resident life; faculty issues; other partners on campus such as business and academic affairs, campus police and public safety; employment issues; working with parents, and more. Checklists, forms and other tools help
Author Biography
Lorraine Wolf, Ph.D., is director of Disability Services at Boston University, where she also holds faculty appointments in psychiatry and rehabilitation sciences. With over 20 years of experience working with children, adolescents, and adults with neurodevelopmental disorders, Dr. Wolf has published and presented extensively on issues related to students with attention and learning disorders, psychiatric disabilities, and autism spectrum disorders. Jane Thierfeld Brown, Ed.D., is director of Student Services at the University of Connecticut School of Law. She has worked in Disability Services for 27 years. She consults at many higher education institutions and is a frequent keynote speaker at conferences on Asperger Syndrome.G. Ruth Kukiela Bork, M.Ed., is dean and director of the Disability Resource Center, Northeastern University. Dean Bork's professional involvement in disability affairs and advocacy spans 34 years. She is a founding member of the Association on Higher Education and Disability (AHEAD). Dean Bork has written and spoken on a wide range of disability-related topics.
Table of Contents
| Foreword | p. xi |
| Introduction | p. 1 |
| Why Should We Care? | p. 4 |
| A Favorable Prognosis | p. 6 |
| The Syndrome | p. 9 |
| The "Typical" Student with Asperger Syndrome | p. 9 |
| Definition and History | p. 11 |
| Incidence | p. 12 |
| Symptoms of Asperger Syndrome | p. 15 |
| Asperger Syndrome and Issues for Disability Services | p. 27 |
| Roles of Disability Services | p. 28 |
| Self-Advocacy | p. 29 |
| Working with the Family During Transition | p. 30 |
| Staying in Touch with Parents | p. 32 |
| Working with the Student During Transition | p. 33 |
| Registration and Course Selection | p. 37 |
| Scheduling Classes and Time Management | p. 39 |
| Academic Challenges and Asperger Syndrome | p. 42 |
| Unique Challenges for Disability Service Providers | p. 53 |
| Amount of Student Contact | p. 53 |
| Setting Boundaries | p. 56 |
| Amount of Parent Contact | p. 59 |
| Creating Effective Partnerships with the Family | p. 60 |
| Guardianship | p. 66 |
| Service Provider vs. Clinician | p. 67 |
| Special Considerations for Graduate and Professional Students | p. 69 |
| Legal Issues and Academic Accommodations | p. 71 |
| Pertinent Legislation | p. 72 |
| University Rights and Responsibilities | p. 75 |
| Disclosure and Confidentiality | p. 76 |
| Student's Rights and Responsibilities | p. 77 |
| What Are Accommodations? | p. 79 |
| Accommodation Basics | p. 82 |
| Specific Academic Accommodations for Students with Asperger Syndrome | p. 85 |
| Cognitive Challenges, Related Academic Domains, and Appropriate Accommodations | p. 86 |
| Social Challenges, Related Academic Domains, and Appropriate Accommodations | p. 93 |
| Behavioral Challenges, Related Academic Domains, and Appropriate Accommodations | p. 97 |
| Low-Tech Accommodations | p. 100 |
| High-Tech Accommodations | p. 101 |
| Summing It Up: How Do You Deal with the Big Challenges Asperger Syndrome Presents to a Successful College Experience? | p. 102 |
| Co-Curricular Needs and Accommodations | p. 107 |
| Cognitive | p. 107 |
| Behavioral | p. 108 |
| Social-Interpersonal | p. 109 |
| What Are Non-Academic Accommodations? | p. 111 |
| Student Activities | p. 112 |
| Dating | p. 115 |
| Putting It All Together | p. 116 |
| Housing and Residence Life | p. 119 |
| Orientation to Residence Life | p. 120 |
| Student Safety in Residence Halls | p. 121 |
| Room Selection: Is a Single Room the Best Solution? | p. 123 |
| Roommates | p. 124 |
| Sharing Space and Belongings | p. 127 |
| Socializing and Managing Free Time | p. 128 |
| Making Friends | p. 129 |
| Bullying | p. 131 |
| Personal Care: Laundry, Hygiene, and Sleep Issues | p. 132 |
| Sensory Issues | p. 133 |
| Partners on Campus | p. 137 |
| Housing and Residence Staff Training | p. 138 |
| Tutoring and Academic Support | p. 140 |
| Student Activities and Community Service | p. 141 |
| Multicultural Affairs and Diversity | p. 141 |
| Food and Dietary Issues | p. 142 |
| Career Services | p. 143 |
| Judicial Affairs and Safety | p. 144 |
| Student Health Services and Other Health Issues | p. 148 |
| Academic Affairs and Advising | p. 152 |
| Administrative Offices | p. 154 |
| Academic Administration | p. 155 |
| Upper Administration | p. 155 |
| Faculty Matters | p. 157 |
| Working with Faculty and Administration | p. 157 |
| Disclosure to Professors | p. 160 |
| Reaching Faculty - "Teachable Moments" | p. 166 |
| Course Expectations | p. 169 |
| The "2-Card Strategy" for Faculty | p. 172 |
| Preparing Students to Enter the World of Work | p. 175 |
| Transitioning to Work | p. 176 |
| Learning Style | p. 178 |
| Working with a Mentor | p. 179 |
| On-Campus Jobs | p. 180 |
| Fitting In | p. 185 |
| Transitioning from the Educational Module to the Internship/Job | p. 190 |
| Interview Training | p. 191 |
| Disclosure to Employers | p. 192 |
| Understanding the Organizational Chart | p. 193 |
| Getting Things Done | p. 194 |
| In Conclusion - Where Have We Been and Where Do We Go from Here? | p. 197 |
| Where Have We Been? | p. 198 |
| Where Do We Go from Here? | p. 198 |
| Intrinsic vs. Extrinsic | p. 199 |
| Campus Training and Education | p. 200 |
| Program Development | p. 202 |
| Changing the Culture for the Benefit of All | p. 203 |
| References | p. 205 |
| Appendices | p. 225 |
| Some Applied Clinical and Cognitive Science | p. 227 |
| Some Basic Science | p. 245 |
| Sample Forms and Tools: Getting to Know Your Student | p. 271 |
| Sample Intake Questionnaire for Students (general information) | p. 272 |
| My Areas of Difficulty Checklist (signs and symptoms) | p. 280 |
| My Stress Tolerance (stress reactions and behaviors) | p. 285 |
| Stress Thermometer | p. 286 |
| 20 Questions Stress Test | p. 287 |
| Sample Forms and Tools: Identifying Student Needs and Resources | p. 289 |
| Identifying My Academic Strengths and Weaknesses | p. 290 |
| Student Accommodations Needs | p. 293 |
| My Campus Resource Assessment | p. 294 |
| My Resource Planning Worksheet | p. 295 |
| My Daily Schedule (time management tool) | p. 296 |
| Assignment and Grade Tracking Form (self-monitoring tool) | p. 297 |
| Pre-and Post-Semester Checklist (self-monitoring tool) | p. 298 |
| Sample Forms and Tools: Disability Services Toolkit | p. 301 |
| Sample Confidential Release of Information Form | p. 302 |
| Guidelines for Documentation of Autism Spectrum Disorders in Young Adults | p. 303 |
| Ideas for Working with Students Who Have No Documentation | p. 305 |
| Worksheet for Coding Intrinsic and Extrinsic Domains | p. 306 |
| Sample Forms and Tools: Campus Training Tools | p. 307 |
| Tips for Training Campus Police | p. 308 |
| Faculty Fact Sheet | p. 309 |
| Faculty Guide for Working with Students with Asperger Syndrome | p. 310 |
| Sample Faculty Letter for a Student Who Has Difficulty in a Class | p. 314 |
| Tips for Training Residence Assistants | p. 316 |
| Sample Social Autopsy After Stressful Student Situation | p. 318 |
| Sample Forms and Tools: Employment Tools | p. 321 |
| Office Culture Worksheets | p. 322 |
| Sample Tip Sheets: Fitting into the Workplace | p. 325 |
| Phone Calls | p. 326 |
| Dealing with Doors Worksheet | p. 327 |
| Interviewing Worksheet | p. 329 |
| Sample Disclosure Form for Employers | p. 330 |
| Outline for Sample Educational Unit | p. 331 |
| Index | p. 332 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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