08/23/2015
Most students with autism have received accommodations during their elementary and secondary school years. There has usually been a team of professionals, parents and even the student who have assured that these accommodations have been received. The Launch Pad can be the advocate along with the student to ensure that these accommodations are received at the post- secondary level.
I would like to share with you a resource I have found to be very helpful in preparing students for college.
Developing College Skills in Students with Autism and Asperger's Syndrome by Sarita Freedman is a book which has informed a large part of what I do in my practice. The following is a fairly comprehensive list of accommodations which can support the student with ASD at the college level.
• Assistance with time management, including prioritizing, and dealing with procrastination.
• Learning self-limiting skills for dealing with specific interests in computer, video games, or internet.
• Breaking course loads down into smaller, more manageable chunks.
• Using visual schedules and sequences for chunking, especially with long-term assignments.
•Voice recognition software for dictation of papers.
• Help with organizing class materials.
• Using visual and concrete supports for understanding instructions.
• Checking for understanding of instructions, and/or clarification of material, on a regular basis until it is clear that understanding is adequate
•Use of "priming" to prepare for next class/lecture (e.g. providing student with advance notice of what will be covered next; giving student notes for the current or next class.
•Study skills training.
•Specific guidance for working in groups.
•Intervening as needed to develop appropriate behavior and reduce inappropriate behavior (correcting professor, asking too many questions, thought broadcasting).
•Allowing sensory breaks where student leaves the classroom for short periods of time, as needed, to deal with sensory issues.
•mitigating the distraction caused by fluorescent lights and noisy corridors (e.g. wear sunglasses/tinted glasses; headphones for sound dampening, so long as student is still able to hear the lecture).
•Single dorm room.
•Removal of fluorescent lighting in dorm room.
•Social mentoring to help deal with bullying, social manipulation, dating issues, personal space, eye contact.
•Guidance in managing roommate issues: neatness, overnight dates, drugs/alcohol, sharing responsibilities in the room.
•Advocacy training: communicate needs to professors; disclose disability to other students; dealing with public safety.
•Assistance finding appropriate activities/clubs, support groups, or student organizations for students with disabilities.
•Managing independent living skills (e.g. money management, hygiene, heath and fitness
This list can seem daunting, however with guidance and support a student can learn what to ask for, when to ask for it and who to ask. Colleges are beginning to recognize the needs of students with autism and may make many of these things available and easy to access. Unfortunately, however, this is not the case at every school. In my practice I listen to the student, and we decide what is getting in the way of their success and create a plan to help them manage their lives effectively.
