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 #7: Accommodations and Support in Higher Education: Insights from the Autism Community
Formal accommodations may not adequately support students’ academic needs. One reason for this deficiency is that student accommodations are not always fulfilled by teachers, which can be very challenging for students.
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 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 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) 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...
[Lit Review] College Students on the Autism Spectrum: Prevalence and Associated Problems
College Students on the Autism Spectrum: Prevalence and Associated Problems Annotated by Michael Hong, Kara Smith View/Download as PDF Full CitationAbstractSummaryCritiques and LimitationsFollow-Up White, S. W., Ollendrick, T. H., Bray, B. C. (2011). College students...
[Lit Review] Loneliness, social relationships, and a broader Autism phenotype in college students
Loneliness, social relationships, and a broader autism phenotype in college students Annotated by Kara Smith and Michael Hong View/Download as PDF Full CitationAbstractSummaryCritiques and LimitationsFollow-Up Job, L. E., & White, S. W. (2007). Loneliness, social...
[Lit Review] The Stress of the University Experience for Students with Asperger’s Syndrome
The Stress of the University Experience for Students with Asperger's Syndrome Annotated by Sarah Weitzel and Samantha Rohrbaugh View/Download as PDF Full CitationAbstractSummaryCritiques and LimitationsFollow-Up Glennon, T. J. (2001). The stress of the university...
[Lit Review] Accommodations and support services for students with autism spectrum disorder (ASD): A national survey of disability resource providers
Accommodations and support services for students with autism spectrum disorder (ASD): A national survey of disability resource providers Annotated by Michael Hong and Kara Smith View/Download as PDF Full CitationAbstractSummaryCritiques and LimitationsFollow-Up Brown,...
[Lit Review] A spectrum of support: Current and best practices for students with Autism Spectrum Disorder (ASD) at community colleges
A spectrum of support: Current and best practices for students with Autism Spectrum Disorder (ASD) at community colleges Annotated by Michael Hong and Kara Smith View/Download as PDF Full CitationAbstractSummaryCritiques and LimitationsFollow-Up Brown K. R., Coomes M....
[Lit Review] Supporting students with Asperger’s Syndrome on college campuses: Current practices
Supporting students with Asperger's Syndrome on college campuses: Current practices Annotated by Sarah Weitzel and Samantha Rohrbaugh View/Download as PDF Full CitationAbstractSummaryCritiques and LimitationsFollow-Up Barnhill, G. (2016). Supporting students with...
[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!
[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.
[Lit Review] Transition from School to Adulthood for Youth with Autism Spectrum Disorder: What we Know and what we Need to Know
Parents and teachers may observe depressed mood, anxiety, heightened levels of inappropriate behavior, and victimization by peers in adolescents who have ASD… Overall, youth with ASD reported lower rates of self-determination and satisfaction than other youth with disabilities. Click this link to read the full annotation.