Do you know about - College and the Autistic learner
Colleges That Offer Physical Therapy! Again, for I know. Ready to share new things that are useful. You and your friends.Autism, a neurological-based developmental disability, affects an estimated one in 166 people, according to a 2004 study by the Centers for Disease control Prevention. Both children and adults with Autism typically show difficulties in verbal and nonverbal communication, communal interactions and leisure or play activities, according to the Autism community of America. Autism affects individuals differently and to varying degrees.
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Experts agree on the following guidance upon detection of Autism:
1. Seek immediate treatment for your child.
2. If possible, find someone to work with the child at least 20 hours a week, i.e. A therapist, teacher, parent, grandparent or someone from your church or group. Look for enlarge after one month.
3. Do not allow the child to sit and watch Tv all day. Get them engaged and play as many games as potential that wish taking turns.
4. New parents learning they have an autistic child must recognize immediately that they cannot do it all by themselves. They should immediately feel Autism societies or chapters to find resources, join reserve groups and talk with other families about their experiences.
5. Help the child to manufacture their areas of strength, particularly among high-functioning students with Asperger's Syndrome (a neurobiological condition characterized by general brain and language improvement with deficiencies in communal and communication skills), and get them job experiences during high school.
Marshall University in Huntington, West Virginia is one of the few colleges in the Us that has a special agenda in their Autism Training Center, which works with Autism spectrum disorders like Aspergers. Although many colleges have counselors and staff familiar with Autism, only Marshall has a agenda tailored specifically for autistic students. The agenda serves three of the university's 16,360 students and may eventually accommodate 10; it will remain small by choice.
"The goal is not for all students with Autism to attend Marshall, but for the agenda to come to be a model for other colleges," says Barbara Becker-Cottrill, the Center's director. "The true goal is for students to have the capability to attend the university of their choice. Our work will be working with other universities on how to manufacture a agenda such as this on their own campuses."
Kim Ramsey, the Marshall program's director, had this to say, "The problem is, communal and daily living issues are interfering."
This is not to be confused with a special study program. Like all students, they must meet and verbalize the university's scholastic standards. The center offers tutoring, counseling, a quiet space to take exams, and help in the navigation of the bureaucracy and communal world of college, i.e. How to agenda classes, join clubs, buy books and replace Atm cards that don't work.
In a modern issue of the bimonthly, Asperger's Digest, Lars Perner, an assistant professor of marketing at San Diego State University who has Asperger's Syndrome, said, "How many college students have forms of Autism is impossible to decide as many go undiagnosed or are naturally perceived as a dinky bit strange. The exact cause is unknown, although both genetics and environmental factors are suspected of playing a role. Some of these students might be able to get into college because of fairly strong scholastic credentials and a inexpensive scholastic showing. That may not mean they will be able to stay in college." Perner is also the author of a college selection guide.
Sadly, most autistic students whether drop out or don't even apply to college because they have mystery with such tasks as doing all the paperwork, time management, taking notes and sitting for exams. Stephen Shore, who is finishing his doctoral degree in special study at Boston University and has been diagnosed with atypical improvement with strong autistic tendencies, said, "More programs like Marshall's were needed. I think they would do much best and there would be a much higher rate of success if this type of agenda were ready elsewhere." However, as researchers learn more about Autism and communal school services for Autism improve, more autistic students will graduate from high school and be academically, socially and emotionally ready for college.
College selection - Your amount One Priority
The following must be considered, but only after the family has visited the campus and is convinced their student will be able to "survive" at that school:
1. Accommodations: If allowable accommodations are not made ready to the student, then it would be futile to attend that particular college.
2. Curriculum: Ideally, there will be enough areas of interest for the student.
3. Setting: Urban or rural, close to home or far away, and a large or small student body are all issues that must be factored in.
4. Cost: Last but not least; like the 5th C when searching for that exquisite diamond - is the cost. Paying for college is surely the easy part, because no matter what, you can borrow the money! And never lose sight of the fact that all the financial aid in the world is useless without that coveted admission ticket!
Some other criteria that should be particularly important for autistic students include:
1. A highly structured scholastic program
2. A second-to-none disabilities services agenda (or its equivalent)
3. A willingness to be flexible
4. reserve for personel needs and a centralized counseling center
Experience with Autism is helpful, but the most important characteristics of the disabilities services agenda and counseling center are the commitment to providing individualized reserve and a willingness to learn about each student's disability and needs. Because of the learning differences of students with high functioning Autism/Asperger's Syndrome, they often benefit from tutoring, organizational and personal reserve services.
Sometimes, a smaller school is easier for students who learn best in a smaller and quieter environment. For students who will find the degree of independence and society required for living at college to be intimidating, it can be helpful to live at home for the first year or two of college, and gently make the transition to more independent living. Some colleges offer cooperative study programs, in which students alternate in the middle of taking scholastic courses and working in related jobs. Such programs have the capability to help students contemplate potential careers and manufacture essential work skills.
Academic aid and Accommodations
In college, students are given the responsibility of advocating for themselves. They can receive reserve from the disabilities services agenda or not, but they will have to be able to make many decisions for themselves.
Many students will need coaching and reserve in order to do this. Some counselors may be willing and able to help, others will not. In many instances, it will be essential and helpful to have a tutor. The disabilities aid center will ordinarily be able to assist with the required services.
Academic accommodations have been helpful as well as essential for some students with Asperger's High Functioning Autism because they need a dinky longer to process facts and manufacture responses. This can mean that they will take a dinky longer in responding to questions in class and should receive the required extra time on quizzes, tests and exams. Due to difficulties in processing and screening sensory information, a distraction-free environment may be important for ongoing learning and for taking exams.
Seating is often important in lecture halls. Sitting at or close to the front and sometimes in the center of the row, can make it easier to hear and understand. Some students find it easier to sit near the front but in an aisle seat, so that they have a bit more room to spread out and are less likely to be bumped.
Seating is sometimes on a first-come, first served basis daily, or for the entire semester. If this is the case, students should get to their first class early, or try to make preparations in advance. Some professors prefer assigned seating for the entire semester. In that case, students may need to talk to the professor in order to dispose for their special seating needs.
Some professors consist of class participation as a component of the grade and wish recitals in front of the class and/or working together as part of a group. Such class requirements can be animated for students with difficulties in oral communication or working together with others. In expectation of this, students should be advised to talk to the professor about their disability early in the semester in order to attain special accommodations, if necessary, and the reserve and understanding of the professor which is always necessary.
Getting Organized
Most students with Autism spectrum disorders need clear, systematic organizational strategies for scholastic work and most likely for all other aspects of daily living. Calendars, checklists and other optical strategies for organizing activities should be advanced with the student.
Course Selection
Many students with Asperger's/High Functioning Autism will excel in courses that draw on factual memory and/or optical perceptual skills. An intuitive counselor or counselor can help guide the student to a curriculum that will capitalize on his or her strengths and interests.
The most difficult and animated courses are those that wish abstract verbal reasoning, flexible problem solving, wide writing, or communal reasoning. Such courses may be essential to take, but could wish extra time and support.
In her book, Pretending to be Normal, Liane Willey, an adult with Asperger's Syndrome, recommends taking courses in communication and science of mind in order to enhance communal understanding and skills. "It is often wise," she advises, "to audit a course if it would take a long time to devotee the material."
A somewhat relaxed class load is often the best course of action, especially during the freshman year when everything is new. For some students, a reduced course load can help keep the stress levels more manageable.
A related issue is that many students with Autism need extra time for mental about problems and for completing work. This means they will need more time than most students for reading and doing assignments. This should be taken into catalogue in planning a student's course load so they will not be overwhelmed, which could have adverse consequences.
Social Groups and Activities
For some students, living on their own may be splendid as they often need more reserve than most freshmen for making communal connections. All campuses have organized communal groups and activities. Most students with high functioning Autism/Asperger's will enjoy participating in some of these, but will need guidance with finding the right groups and introductions.
Always consider the student's strengths and interests when finding for groups and activities. It might be beneficial to have someone, possibly an older student, a mentor or counselor point out groups that would be of interest and help with the first steps of becoming a participant. It may also be potential to mobilize other resources straight through student Services, house advisors and aid organizations on campus.
Dorm Life
For many students with high functioning Autism, it is preferable to have a particular room. This will contribute a sanctuary where they can control their environment, focus on their work and daily activities without distraction, and not be forced to engage in communal interaction all the time. Having a roommate can be highly stressful, and most experts agree that to be without one initially is the best choice. However, it is strongly recommended to have a mentor nearby.
When the student is in agreement, it can be helpful to edify the house staff of their disability and the areas in which reserve may be needed. It is best if the student can discuss their disability with peers. It can also be helpful to meet with other students in adjacent rooms to discuss why their behavior may appear to be odd at times.
The Daily 9-5
It will prove most helpful to recognize the likely pitfalls and contribute the student with written guidelines and checklists in addition to enlarge preparation and training. The following are discrete aspects of daily life on the median college campus.
1. Meal plans and their rules; where to eat at non-meal times
2. Laundry
3. Spending money; budgeting
4. Using a campus Id and/or payment card
5. Dorm rules
6. Handling fire drills at any hour, especially in the middle of the night
7. Using communal bathrooms
8. Transportation
9. Campus maps
10. Locating protection personnel
11. finding rest rooms
12. Using an alarm clock
13. Campus mail, e-mail and instant messaging usage
14. Library hours and how to get help from a librarian, and for that matter, anyone else
15. Lecture hall procedures
16. learning about and participating in dorm activities
17. student condition services
18. Medical, non-medical emergencies and non-emergency procedures
19. First aid and how to take care of oneself during a minor illness (including how to get liquids and food when they're under the weather)
20. finding time for corporal practice is important for many, not only for condition reasons but also to help with stress management.
Plan Far In Advance
Thinking about these issues years in enlarge is necessary; doing something about it is mandatory! As part of the Individualized study Plan process, each student should have a transition plan to learn the skills essential for college. Many important skills that will facilitate success in college can be taught and practiced at home and while the student is still in high school. It is important that the student understand what his or her learning needs are, and the types of accommodations that will be helpful.
In college, students will probably find it helpful to talk to advisors and professors about these issues. This will be easier to do when it has been practiced in the more supportive environment of the home and the high school. At home, high school students should be learning and practicing daily living and independence skills so they will be able to be victorious in college...
For further facts about Autism and to view country artist Mark Leland's emotionally expensed video, "Missing Pieces," a song for Autism, please visit Frinkfest.com [http://www.frinkfest.com], and the following:
The Paris database contains details of all colleges known to The National Autistic community that cater for students with autistic spectrum disorders. It is ready at http://www.info.Autism.org.uk and is updated regularly. If you wish further facts please feel the Nas facts Centre.
Tel: + 44 (0)20 7903 3599 or 0845 070 4004.
http://www.about-disability.com/disability-aids/college-financial-aid-disabled-student-99.html College financial aid for disabled students.
A Few Resources
There are brief discussions of college-related topics in Liane Willey's book, Pretending to be Normal, and in A Parent's Guide to Asperger Syndrome & High-Functioning Autism, by Sally Ozonoff, Geraldine Dawson, and James McPartland.
Aquamarine Blue 5: Personal Stories of College Students with Autism, edited by Dawn Prince-Hughes, has 12 essays and an appendix of tips. A modern addition is Succeeding in College with Asperger Syndrome: A student Guide, by John Harpur, Maria Lawlor, and Michael Fitzgerald.
Eric Clearinghouse on Disabilities and Gifted Education, One of their many beneficial articles, Eric Ec discharge #E620, is "Selecting a College for Students with learning Disabilities or attention Deficit Hyperactivity Disorder (Adhd)."
A web site from the United Kingdom, University Students with Autism and Asperger's Syndrome, has many helpful links and some animated articles by university students with Autism spectrum disorders.
North Carolina State University has a beneficial guide on transitioning from high school to college on their web site. Edmonds community College and the University of Washington Autism Center.
Experts On The Subject
Dr. Ami Klin, http://www.info.med.yale.edu/chldstdy/Autism/staff.html
Dr. Klin is the Harris associate Professor of Child science of mind and Psychiatry at the Yale Child Study Center, Yale University School of Medicine, and Yale - New Haven Hospital, New Haven, Ct. He obtained his Ph.D. From the University of London, and completed post-doctoral fellowships in developmental psychopathology at the Yale Child Study Center. He coordinates psychological evaluations at the Yale Child Study center Developmental Disabilities Clinic, and the diagnostic, neuropsychological, and communal cognitive assessments of three large, federally-funded agenda projects focused on behavioral and neurobiological aspects of Autism and related conditions. Dr. Klin is also Chief of science of mind at the Child Study Center.
His research activities focus on psychological and biological mechanisms impacting on socialization, particularly as these mechanisms are expressed in individuals with Autism and related severe communal disabilities. These studies consist of novel techniques such as the new eye-tracking laboratory that allows researchers to see the world straight through the eyes of individuals with Autism, as well as to measure their patterns of viewing of naturalistic communal situations. He is the author of over 80 publications in the field of Autism and related conditions. He is also the co-editor (with Drs. Fred Volkmar and Sara Sparrow) of a textbook on Asperger Syndrome, published by Guilford Press, and the third edition of the Handbook of Autism and Pervasive Disorders.
Carol Gray, http://www.thegraycenter.org
President of the Gray Center, Gray initiated and advanced the use of communal Stories with students with autistic spectrum disorders, and has written several articles, resources and chapters on the subject. Gray co-authored the first record describing communal Stories, entitled communal Stories: improving Responses of Students with Autism with exact communal Information, published in Focus on Autistic Behavior in April of 1993. Shortly thereafter, Gray edited the first book of communal Stories, The primary communal Story Book (1993), followed by New communal Stories (1994), which is now under the title, The New graphic communal Story Book (revised 2000).
Gray has written several chapters on the topic of communal Stories, including: Teaching Children with Autism to "Read" communal Situations, in Teaching Students with Autism, Methods to enhance Learning, Communication, and Socialization, a text edited by Dr. Kathy Quill (1995, Delmar Publishers Inc.); communal Assistance, in Higher Functioning Adolescents and Young Adults with Autism, edited by Dr. Ann Fullerton (1996, Pro Ed Inc.); and communal Stories and Comic Strip Conversations, in Asperger Syndrome or High Functioning Autism? a text in the Current Issues in Autism series, edited by Dr. Eric Schopler, Dr. Gary Mesibov, and Dr. Linda Kunce (1998, Plenum Press).
Most recently, Gray has edited My communal Stories Book, a variety of communal Stories specifically written for young children. In addition, Gray has extensively researched the topic of bullying. Gray's Guide to Bullying looks at bullying as it relates to population with Asd (The Morning News, winter 2000, spring 2001 & summer 2001). She has also worked on a curriculum to teach students how to avoid violence.
Gray has advanced a variety of other resources addressing further topics related to the study of children and adults with autistic spectrum disorders. She is the author of What's Next? Educating Students for Success in the community (1992), Taming the Recess Jungle (1993), and Comic Strip Conversations: Colorful, graphic Interactions with Students with Autism and related Disorders (1994). She is also the editor of The Jenison Autism Journal (formerly The Morning News), an international newsletter that shares facts among those working on profit of individuals with autistic spectrum disorders. Gray is the recipient of the 1995 Barbara Lipinski Award for her international offering to the study of children with autistic spectrum disorders.
Stephen Shore, http://www.Autismasperger.net
Diagnosed with "Atypical improvement with strong autistic tendencies" Stephen Shore was viewed as "too sick" to be treated on an inpatient basis and recommended for institutionalization. Nonverbal until four, and with much help from his parents, teachers and others, Stephen Shore completed his doctoral degree in special study at Boston University with a focus on helping population on the Autism spectrum manufacture their capacities to the fullest extent possible.
In addition to working with children and talking about life of the Autism spectrum, Stephen presents and consults internationally on adult issues pertinent to education, relationships, employment, advocacy, and disclosure as discussed in his book Beyond the Wall: Personal Experiences with Autism and Asperger Syndrome and numerous articles. He also serves on the board of the Autism community of America, as board president of the Asperger's association of New England and is on the Board of Directors for Unlocking Autism, the Autism Services association of Ma and the Asperger Syndrome Coalition of the Us.
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