The Autism Society Event and Education Recordings Archive

In this session, participants will gain an understanding about the current need for self-determination skills in young adults, and how students in the Minnetonka School district are developing these skills through an innovative mentoring program. Information will be provided about the components of the Minnetonka Mentors program, the benefits to both the mentors and students, and the steps for developing a mentoring program.

One goal of Minnetonka Mentors is to help students with autism develop the self determination skills necessary for success in adulthood. According to Natalie A. Henninger and Julie Lounds Taylor, success in adulthood consists of  achieving practical independence in relationships, employment, and living arrangements.”[1]  Pacer’s National Parent Center on Transition and Employment recommends the use of mentors, older and more experienced adults with disabilities, who can help high school students develop self determination skills by serving as role models and sharing the experiences and strategies that led to their own successful employment and independence. [2]

The Minnetonka Mentors program provides monthly meetings for high school students who have autism to learn about and discuss topics of concern with adult mentors who have autism. Topics, determined by student input, include relationships, depression, anxiety, strengths & interests, getting a job, living independently, change, budgeting money and college tips. All students and mentors receive a copy of the book “Been There, Done That, Try This.”

A typical meeting consists of a 45 minute panel discussion or guest speaker to introduce the topic, a 30 minute small group discussion with students and mentors and a 15 minute open social time to visit with mentors.

Three of the four mentors were graduates of Minnetonka High School. One of the mentors, is a well-known autism self-advocate. Two of the mentors have jobs, one mentor is going to school, and one mentor is retired. Mentors are paid a honorarium for participating in panel and small group discussions.

Parent, student and mentor feedback has been overwhelmingly supportive.

• “The Mentoring program is a gift to these students who won’t be following the typical path that most students at Minnetonka will follow.  The guidance of past spectrum students on how to manage through the minefield of uncertainty that only they can explain is so reassuring to a parent.  My daughter is only a freshman but she is already taking a look at her future in new ways based on what these mentors have been able to share with her.” (parent)

• "It's easier to ask questions when you are in a group, rather than ask when you are just by yourself. I learned a lot about important things for my future." (student)

• “I think it's fantastic that students with autism now have a community within the Minnetonka public school system where they can seek help, learn valuable life skills, and socially connect with other students in similar situations.” (mentor)

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[1] Henninger & Taylor. 2013. Outcomes in Adults with ASD: A Historical Perspective.  Autism. January 1. Vol. 17 USA.

[2] http://www.pacer.org/transition/learning-center/independent-community-living/self-determination. asp