Fast Fact #10 College Success Means More than Just Grades

Fast Fact #10 College Success Means More than Just Grades

Fast Fact #10 College Success Means More than Just Grades View/Download PDF Researchers asked students “how do you define success as a college student?” Their answers suggest students seek accomplishment both inside and outside the classroom.   Source: Accardo,...
Fast Fact #9 Mentoring can be more than academic.

Fast Fact #9 Mentoring can be more than academic.

Typical accommodations for students with autism in higher education focus on academic issues. But students with autism might also benefit from mentors focused on social and emotional needs. Such guidance would be especially important for students just beginning their college experience.

Fast Fact #6 – Family Matters

Fast Fact #6 – Family Matters

Fast Fact #6 Family Matters… To Continuous Employment and Education! View/Download Fast Fact PDF View/Download Associated Literature Review “There were no significant associations between group and any of the individual factors (i.e., IQ, adaptive behavior,...
Fast Fact #3: Beyond the Label of Autism Spectrum Disorder

Fast Fact #3: Beyond the Label of Autism Spectrum Disorder

Fast Fact #3 Beyond the Label of Autism Spectrum Disorder Autism Spectrum Disorder (ASD) describes a set of behaviors associated with specific differences in how one’s brain perceives and processes environmental input. It is a “spectrum condition” that affects...
Fast Fact #1: 1 in 68 or 1 in 225?

Fast Fact #1: 1 in 68 or 1 in 225?

Fast Fact #1 We’ve all heard the statistic that 1 in 68 people are diagnosed with ASD. But only 1 in 225 beginning college students in our study self-reported ASD. View/Download PDF This material is based, in part, upon work supported by the National Science...
Autism Coming to College (Issue Brief)

Autism Coming to College (Issue Brief)

Autism Coming to College (Issue Brief) Download PDF In this issue brief: Highlights from the first article in top-tier higher education journal to ever mention autism. A new model to help students and institutions anticipate, address, and overcome challenges that...
Autism Coming to College (Issue Brief)

[Lit Review] Indicators of Postsecondary Employment and Education for Youth With Disabilities in Relation to GPA and General Education

Taking required courses for postsecondary education and receiving high grades are important, but alone do not give a clear picture of whether students with disabilities will be successful in post-school academic or employment settings. Assessing non-academic skills related to employment and further education can complete this picture of skills students with disabilities will need after leaving high school. Click here to read more!

Autism Coming to College (Issue Brief)

[Lit Review] A Report on Using General-Case Programming to Teach Collateral Academic Skills to a Student in a Postsecondary Setting

To be successful in university courses, students with intellectual disabilities must have a set of collateral academic skills. Collateral academic skills refer to effective strategies that enable students to access course information and to meet the class requirements outside of course content. Overall students with intellectual disabilities have a hard time learning and generalizing new skills. Systematic instruction and inclusion can help. Click this link to read the full annotation.