Using the College Infrastructure to Support Students on the Autism Spectrum

Autor/in	Longtin, Susan E.
Titel	Using the College Infrastructure to Support Students on the Autism Spectrum
Quelle	In: Journal of Postsecondary Education and Disability, 27 (2014) 1, S.63-72 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Pervasive Developmental Disorders; Autism; Student Needs; Postsecondary Education; College Students; College Role; Asperger Syndrome; Student Personnel Services; Academic Support Services; High School Students; Legal Responsibility; School Counseling; Speech Language Pathology; Learning Resources Centers; School Health Services; Career Counseling; Student Unions; School Libraries; Dormitories; Cooperative Planning + Suchen Sie Ihr Suchwort? Autismus; Post-secondary education; Tertiäre Bildung; Collegestudent; Asperger-Syndrom; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Strafmündigkeit; School counselling; Pädagogische Beratung; Learning resources centres; Lehrmittelzentrum; Schuleingangsuntersuchung; Studentenvereinigung; Studentenvertretung; School library; Schulbibliothek; Student housing; Studentenwohnheim
Abstract	College students with high functioning autism (HFA) and Asperger syndrome (AS) are participating in postsecondary education in increasing numbers. Institutions of higher education (IHE) that admit these students should support their individual and unique needs. The challenges these students face in the domains of social interaction and executive function are often not addressed adequately. Traditional accommodations for students with disabilities are often insufficient to impact these students' academic success and broader educational experience. Currently, only a handful of colleges and universities have developed specialized programs to support students on the autism spectrum. Often costly, such programs add thousands of dollars in fees above and beyond escalating tuition costs. Consequently, it is not surprising that most of the specialized autism support programs reside in private rather than public institutions. This article will discuss the notion that postsecondary institutions that do not have autism specialty support programs can utilize the resources that already exist in their infrastructure to support these students. This article describes the contributions of the various resources, facilities, and centers present on many college campuses that can be better utilized to support this endeavor. A key element of this approach is the coordination and collaboration among the different divisions in order to best serve this growing student population. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10