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4175 Accommodations and Legal Issues in Postsecondary Education
Friday, July 24, 2009: 12:45 PM-2:00 PM
Broadway Ballroom A (Pheasant Run Resort and Conference Center)
As increasing numbers of students with autism attend college, legal issues are being tested and new policy is emerging. This session will discuss the laws governing higher education and students on the autism spectrum. Two disability services professionals at colleges and a former student will discuss the difficult process of determining and implementing accommodations. Various university perspectives will be discussed as well as how students can prepare for the process of this educational transition.
As increasing numbers of students with autism attend college, legal issues are being tested and new policy is emerging. This session will discuss the laws governing higher education and students on the Autism Spectrum. Two Disability Services Professionals at colleges and a former student will discuss the difficult process of determining and implementing accommodations. Various university perspectives will be discussed as well as how students can prepare for the process of this educational transition.
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.
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.
Learning Objectives:
- Participants will understand the basic laws governing higher education and disability.
- Participants will learn about the accommodation process at colleges and univerisities
Content Area: Education
Presenters:
Jane Thierfeld Brown, Ed.D.
Director of Student Services
University of Connecticut School of Law
Jane Thierfeld Brown is Director of Student Services at University of Connecticut School of Law. 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 an 18-year-old son on the spectrum.
Stephen M. Shore, Ed.D.
Professor at Adelphi University
Adelphi University
Diagnosed with "Atypical Development and strong autistic tendencies" & "too sick" for outpatient treatment Shore was recommended for institutionalization. Non-verbal until four, with support from parents, teachers and his wife, Stephen is now a professor at Adelphi University where research focuses on matching best practice to needs of autistic individuals.
Lorraine Wolf, Ph.D.
Director of Disability Services
Boston University
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 Asperger's, is published by AAPC.