Different Students, Distinct Programs: College Autism Support Programs for Enrolled Students Compared with Postsecondary Programs for Students with Intellectual Disability

Monday, January 29, 3 pm ET
Free for College Autism Network members
$50 for non-members
Register Now

College campuses are experiencing growth in two distinct areas: programs that support autistic and other neurodivergent students who are working toward a degree, and inclusive non-degree programs for students with intellectual disability with a goal of competitive employment through university and industry-recognized credentials. . Some campuses have one or the other, and other campuses have both types of programs. These programs differ in several ways (e.g.,goals, structures, funding sources) and are often located in different parts of the institutional organizational chart.

But from the outside, the existence of these programs can cause confusion for families of prospective students. Even within the university, faculty, staff and students might struggle to understand the differences, especially when the word “autism” is sometimes used in both programs’ marketing and descriptive language.

In this webinar, we will hear from directors of both types of programs, including several whose campuses host both. Panelists will articulate the differences (and similarities) and share their thoughts about how to best portray, and market, these programs to a public that is eager to find the best fit for a student.

Attendees will learn about ID/DD programs, what makes them effective, how they differ from autism support programs, and how to effectively collaborate across programs to serve students successfully.

Chelsea VanHorn Stinnett, PhD- Technical Assistance Coordinator for Think College at the Institute for Community Inclusion at the University of Boston

Chelsea VanHorn Stinnett, Ph.D., coordinates technical assistance across both Think College national centers, the National Coordinating Center and the Inclusive Higher Education Network. She is the former executive director of an inclusive postsecondary education program, with nine years of experience in the growing field of IPSE and fifteen years in working with students with disabilities. She conducts research on topics associated with IPSE program refinement and development, with a specific interest in supporting students with intellectual disability in developing sexual agency

Jessie Green, PhD- Research Assistant Professor and Faculty Liaison for ACE and TOPS at the Nisonger Center at The Ohio State University

Jessie Green, Ph.D., is a research assistant professor and the LEND special education faculty member at The Ohio State University Nisonger Center. She oversees four community programs serving youth and adults with autism and intellectual disability to access their communities and postsecondary education. Jessie has research interests in community integrated employment, transition age youth, inclusive postsecondary education, and social integration. She brings leadership to both the Ohio Statewide Consortia and the Great Lakes Inclusive Postsecondary Alliance, supporting inclusive postsecondary education for students with intellectual disability. Previously, Jessie was an intervention specialist and job training coordinator in several public-school districts in Arizona and Ohio. She has a B.S. and M.Ed. in special education from Ohio State and completed her Ph.D. in educational policy. Weaving her experience in the classroom as an intervention specialist and now in research, Jessie strives to always expand opportunities for those with disabilities and their families.

Katie Norland- Program Director of the Transition and Access Program (TAP) at the Intellectual and Developmental Disability Center at the University of Cincinnati

Katie Norland. M.Ed., is the Director of the Transition and Access Pathways (TAP) program at the University of Cincinnati. TAP is a four-year inclusive postsecondary education program for students with intellectual and developmental disabilities that provides comprehensive and structured programs that include academics, social activities, relationship building, employment experience, and independent living. Before coming to UC, she worked at The College of the Florida Keys where she served as the Director of Student Success Services. In her role, she worked as the director of Project ACCESS and was responsible for grant management, student accessibility services, career and internship development, and many other student success-focused service areas. Katie is passionate about working in inclusive postsecondary education and having the opportunity to advocate for students with disabilities with the belief that education is for all. Her professional experiences extend beyond inclusive education with a background in marketing, social media, hospitality, and event management.

Tom Beeson, Ed.S., Coordinator, Spectrum Program, Clemson University

Tom Beeson, Ed.S., coordinates the Clemson University Spectrum Program and has over three decades of experience working with people with cognitive differences, including direct support, program development, teaching, and coaching and consulting services. He is the owner of Upstate Behavioral and Education Consulting, LLC. Tom earned his bachelor’s degree from Guilford College and has graduate degrees from the University of North Carolina at Chapel Hill and the University of Tennessee as well as additional graduate coursework from North Carolina State University, the University of North Texas, and Clemson University. His areas of professional interest include neurodiversity, habit change, motivational interviewing, and acceptance and commitment therapy.

Karen Krainz Edison, MSW, LSW, Associate Director, Academic Success and Enrichment of Post-Secondary Programs at The Ohio State University Nisonger Center

Karen Krainz Edison, MSW, LSW, is the Associate Director, Academic Success and Enrichment of Post-Secondary Programs at The Ohio State University Nisonger Center. She is currently on the board of a local non-profit supporting employment for autistic adults and several local and national advisory boards including the College Autism Network Advisory Board. In addition, she is the co-advisor for two Autistic and Neurodivergent student organizations at tOSU.

Jane Carlson, Ph.D., BCBA-D, Assistant Professor of Education and Director, Melisa Nellesen Center for Autism, Utah Valley University

Jane I. Carlson, Ph.D., BCBA-D, is a licensed psychologist and Board Certified Behavior Analyst (Doctoral) with more than 40 years of experience working with children and adults with autism and other developmental disabilities. Dr. Carlson began her career as a special education teacher and received her PhD in clinical psychology from the State University of New York at Stony Brook, under the mentorship of Dr. Edward Carr. Dr. Carlson has held leadership roles at a number of programs serving individuals with ASD and related disabilities, including The Groden Center in Providence, RI, and The May Institute in Randolph, MA. She served as an expert panelist on the National Standards Project, a review of evidence-based practices in the treatment of autism, produced by the National Autism Center. Dr. Carlson is currently Assistant Professor in the School of Education at Utah Valley University where she directs the Melisa Nellesen Center for Autism and teaches in the Masters program in Applied Behavior Analysis, and the undergraduate minor in Autism Studies. She is the Primary Investigator on the project entitled Development, Implementation, and Evaluation of Programs Offered Through the Utah Higher Education Inclusion Alliance for Students with Intellectual Disability, a TPSID grant awarded in September 2020. Dr. Carlson has presented her work at national and international conferences and her publications have been translated for international audiences.

Moderated by Lee Burdette Williams, Ph.D., Executive Director, College Autism Network

Lee Burdette Williams, Ph.D., is the Executive Director of the College Autism Network, an organization committed to improving access, experiences and outcomes for college students with autism. She worked in higher education and student affairs for almost three decades, including serving as Vice President for Student Affairs and Dean of Students at Wheaton College (MA) and Dean of Students at the University of Connecticut. As a student affairs professional, Lee served in a variety of areas including student activities, residential life, orientation, student conduct, and admissions. She has taught in student affairs graduate programs at the University of Vermont, the University of Connecticut, Appalachian State University, Western Michigan University, and the University of Maryland.