Support Need of Students on Autism Spectrum Disorder: A Model for Post-Secondary Education. Linda Holloway, PhD, CRC Martha Garber, M.Ed, LPC Eighth International Conference on Higher Education and Disability July 26, 2013. Objectives:
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Linda Holloway, PhD, CRC
Martha Garber, M.Ed, LPC
Eighth International Conference on
Higher Education and Disability
July 26, 2013
Review support needs of individuals with ASD in education and employment.
Examine evidence based practice for supported employment
Discuss research on supported education
Present SYNC model
Support needs of high-functioning individuals with Asperger's/ASD (Hendricks, 2010;Zager & Alpern, 2010)
What is Supported Education?
Supports provided to individuals with disabilities to enable them to be successful in post secondary education
Research on Supported Education for individuals with ASD
Nearly 50% of youth with ASD without ID pursue postsecondary education (Taylor & Seltzer, 2011)
Social and vocational communication supports are necessary components of postsecondary programs (Zager & Alpern, 2007)
Postsecondary education is strongest predictor of better earning for youth with ASD (Migliore, et. al, 2012)
Customized programs for promoting social communication competence depend on a thorough assessment of every student (Mazzotti, el al., 2009)
What is Supported Employment?
Paid competitive work that offers ongoing
support services in integrated settings for
individuals with most significant disabilities
SE have statistically significant higher closure (employment outcomes) rates than those receiving job placement (75.3% vs.58.4); yet only 44.8% from a national sample received SE(Schaller & Yang, 2008)
Supported employment is evidence-based (SAMHA)
Typical DSS services
Typical personal services needed
Student Youth Network for College Success (SYNCS)
“While classes and homework are important, no one tries to tell non-disabled student that this the totality of their college experience. Clubs, social activities, dormitory life, parties, sex and relationships and countless other things should take up al least as much of your waking hours as schoolwork does…college is a way of life…We’d be doing you a disservice if we didn't talk about the part of the college experience that happen outside the classroom.”
Core discovery courses including College Success and Employment Success
Mentoring: Peer, Faculty and Employer
Faculty training opportunities/resources
Opportunities for integrated living and community engagement
Dew, D. W., & Alan, G. M. (Eds.). (2007). Rehabilitation of individuals
with autism spectrum disorders. Institute on Rehabilitation Issues (No. 32). Washington, DC: GWU, Center for Rehabilitation Counseling Research and Education.
Gentry, T, & McDonough, J. (2011). Facilitating employment for individuals with autism spectrum disorders. Research to Practice Brief No. 2. VCU Research & Training Center.
Hendricks, D. (2009). Employment and adults with autism spectrum disorders; challenges and strategies for success. Journal of Vocational Rehabilitation, 32, 125 – 134.
McDonough, J, & Revell. (2009). Accessing employment support in the adult system for transitioning youth with autism spectrum disorder. Journal of Vocational Rehabilitation, 32, 89 -100.
Migliore, A., Timmons, J., Butterworth, J., & Lugas, J. (2012). Predictors of employment and postsecondary education of youth with autism. Rehabilitation Counseling Bulletin, 55(3), 176 – 184.
Rutkowski, S. (2006). Project SEARCH: a demand-side model of high school transition ,Journal of Vocational Rehabilitation 25, 86-96.
Schaller, J. & Yang, N. (2005). Competitive employment for people with autism; correlates of successful closure in competitive and support3ed employment. Rehabilitation Counseling Bulletin, 49(1), 4-16.
Shattuck, P., Narendorf, B., Sterzing, Pl, Wagner, M., & Taylor, J. (2012). Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics, 129, 1042 -1049.
Taylor, J. & Seltzer. (2011). Employment and post-secondary education for youth adults with autism spectrum disorder during transition to adulthood. Journal of Autism & Developmental Disorders, 41(5), 566 – 574.
Zanger, D. & Carol, A. (2010). College-based inclusion programming for transition-age students with autism. Focus on Autism and Other Developmental Disabilities, 25(3), 151 -157.
United States Department of Labor Office of Disability Employment Policy www.dol.gov/odep
Adult Autism and Employment: A Guide for Vocational Rehabilitation Professionalswww.dps.missouri.edu/Autism/Adult Autism & Employment.pdf
Getting Hired: Careers and Community for Talented People with Disabilitiesgettinghired.com
Think Beyond the Label: Workers & Employees with Disabilities in the Workplacethinkbeyondthelabel.com
JAN: Job Accommodation Networkaskjan.org