Students with Asperger’s Syndrome (AS) and other autism spectrum disorders are entering college in unprecedented numbers. Most students with AS have trouble in regulating their behavior and affect, and in navigating the social and interpersonal aspects of college. This poses challenges in the social and co-curricular realm of college. Thus causing difficult issues and uncharted accommodations.
This session will highlight a student and the disability service professional as they negotiated accommodation throughout his graduate education. Specific laws and their pertinence will be discussed as well as ADA, Section 504 and IDEA.
While estimates of the prevalence of Asperger Syndrome (AS) vary widely, the diagnoses of autism spectrum disorders (of which Asperger Syndrome is part) in American schools has increased 870% from 1993 to 2003 (Department of Education, 2003). This parallels rising numbers reported worldwide. There is no doubt that this will result in an increase in the number of academically qualified students with AS ready to attend college.
Without access to higher education, individuals with AS face substantial barriers to meaningful work and independence. Thus as the numbers increase, we must seek the means to increase access to higher education for this very able group of students. While some programs are in existence in other countries (notably England and Australia), relatively few colleges and universities in the US are prepared to work with a challenging new group of students who push the boundaries of what is and is not reasonable to provide.
This session will review laws pertaining to higher education and disability, specifically as they affect students with Autism and Aspergers. We will discuss reasonable (and unreasonable) academic accommodations and campus access. We will briefly discuss strategies for successful transition to college, working with students, families, and relevant members of the college or University community (including training of faculty, administration, and support staff) to promote successful transition and educational outcome.
Jane Thierfeld Brown, Ed.D.
Jane Thierfeld Brown co-directs a program for students on the Autism Spectrum at the University of Connecticut. She consults and does trainings at many higher education institutions. Her book, “ Students with Asperger’s Syndrome:A Guide for College Personnel,” is published by AAPC. She has a 17-year-old son on the spectrum.
Stephen M. Shore, Ed.D.
Nonverbal until four and recommended for institutionalization, Dr. Shore focuses on empowering people with autism develop their capacities to their fullest extent possible. Internationally known author and educator, Stephen serves as board member for the Autism Society of America, other autism related organizations and is on faculty at Adelphi University.
Lorraine Wolf, Ph.D.
Lorraine Wolf has been in disability services for 12 years. A prolific author, Dr. Wolf has written widely on ADHD, executive functioning and Asperger's Syndrome. Her book, A Professional Guide for Colleges on Aspergers, is published by AAPC.