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M O N I C A A R E V A L O , M S , M H C M E N TA L H E A LT H C O U N S E L O R

A L Y S O N H . S H E E H A N , P H D L I C E N S E D P S Y C H O L O G I S T

PROACTIVE VS. REACTIVE COLLEGE TRANSITION

FOR HIGH SCHOOL STUDENTS WITH DISABILITIES

ASPIRE Center for Learning and Development

Cold Spring Harbor SEPTA Meeting November 21, 2014

WHO WE ARE ASPIRE Center for Learning and Development •  About ASPIRE Center •  Primary specialization in Autism Spectrum Disorder, Attention

Deficit Hyperactivity Disorder, and co-occurring difficulties •  Age ranges from early childhood through adulthood

•  Services •  Evaluation •  Comprehensive diagnostic, psychoeducational, adaptive skills,

and speech-language •  Consultation •  Navigating the school system •  Transition planning and college readiness •  Treatment planning

•  Individual/family/group therapy •  Parent training •  Therapeutic recreation

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FIRST THINGS FIRST…

Students with disabilities CAN be successful in •  Making the college transition •  Thriving academically, socially, adaptively •  GRADUATING!

BUT… •  Proactive planning •  Knowledge and resources •  Supports and monitoring

ARE ESSENTIAL!!!

PREPARING FOR SUCCESS GETTING STARTED

•  When do we need to start thinking about transition? •  The earlier the better! •  Transition into adulthood ! “weakest link”

•  Understanding •  Self •  Disability •  Goals

•  Knowledge •  Resources •  Options

•  Skills •  Daily living/

independence •  Social •  Financial

•  Advocacy •  Shift from advocated for

to self-advocacy

Preparation is a broad concept!

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PREPARING FOR SUCCESS UNDERSTANDING

•  Self •  Personal strengths and weaknesses •  Self-sufficiency versus support •  Preferences and helpfulness among services and strategies

•  Disability •  What exactly is it? •  Identification and acceptance •  Implications – current and future

•  Goals •  Short-term •  Long-term •  Establishing and modifying

PREPARING FOR SUCCESS KNOWLEDGE

•  Things they do and don’t teach in school •  Resources •  School •  Community •  Online •  College-based

•  Options •  Trial-and-error •  Do not need to stick with “cookie cutter” approach •  Importance of education in advocacy (to be further

discussed)

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PREPARING FOR SUCCESS SKILLS

•  Independence and Daily Living •  Self-care •  Community/campus navigation

•  Executive Functioning •  Planning and prioritization •  Organization •  “Getting started” •  Task completion

•  Social •  “Getting by” •  Initiating interactions •  Effective communication *Skill Assessment*

PREPARING FOR SUCCESS ADVOCACY

•  CRUCIAL skill that is often overlooked (at least for a while!) •  Multifaceted and often challenging •  Ability to seek out services •  Willingness to utilize services •  Skills to obtain services

•  Requires •  Recognition of needs •  Willingness to speak up! •  …and knowing what to say

•  Communication and assertiveness •  Practice, practice, practice

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THE BIG LEAP HIGH SCHOOL ! COLLEGE

There are a few big differences between high school and college.

(Just when you thought you finally mastered the system!)

•  Who sets the standards •  Individuals with Disabilities Education Act (IDEA) ! k-12 •  Americans with Disabilities Act (ADA)

•  Advocacy •  “Not a child anymore”

•  Responsibilities •  Skills in independence

•  Disclosure

NOT ONE-SIZE-FITS-ALL THE RANGE OF COLLEGE OPTIONS

Disability Support Services (DSS) College-Based Supportive Programs Specialized Colleges and Programs Private or Supplemental Supports

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DISABILITY SUPPORT SERVICES (DSS) BASIC ACCOMMODATIONS

How does a student receive accommodations within a general college setting?

•  Apply for accommodations through DSS following acceptance to a college program

•  Self-initiation •  Documentation

•  Eligibility review and acceptance •  Letter to student •  Letter to instructors

•  Common accommodations •  For learning •  For evaluation

COLLEGE-BASED SPECIALTY PROGRAMMING

•  Programs geared towards students with ASD, ADHD, LD’s housed within college setting •  NOT mutually exclusive with DSS accommodations

•  Core components of programs •  Academic support •  Study skills/executive functioning •  Social coaching

•  Variation in program structure and resources •  Examples •  Bridges Programs at Adelphi •  OASIS Program at Pace University

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SPECIALTY COLLEGES FOR STUDENTS WITH DISABILITIES

•  College structure, offerings, and curriculum designed specifically for students with disabilities •  Highly individualized based on learning style and alternative

approaches

•  Eligibility based on documented disability part of application process •  Need to make sure that student is a fit, not just his or

her disability •  Examples •  Landmark College •  Beacon College

SUPPLEMENTAL SUPPORT SERVICES

•  Private programs provide range of supports before and during college •  College advisement •  Tutoring •  Social guidance •  Career planning

•  May or may not collaborate with college-based programs and services •  Disclosure optional

•  Examples •  New Frontiers in Learning •  College Steps •  AHEADD

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RESOURCES BOOKS AND REFERENCES

RESOURCES ORGANIZATIONS AND WEBSITES

•  Association on Higher Education and Disability •  http://www.ahead.org/

•  We Connect Now •  http://weconnectnow.wordpress.com/

•  US Department of Education •  http://www2.ed.gov/about/offices/list/ocr/

transitionguide.html

•  National Center on Secondary Education and Transition •  http://www.ncset.org/about/default.html

•  College Options for People with Intellectual Disabilities •  http://www.thinkcollege.net/

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QUESTIONS?

Thank you for attending! Please feel free to be in touch:

http://www.aspirecenterforlearning.com

Email: info@aspirecenterforlearning.com

Phone: (631) 923-0923