9781934575390

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

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.

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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Students With Asperger Syndrome: A Guide for College Personnel

Students With Asperger Syndrome: A Guide for College Personnel

1934575399

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