Updated 11-12-12 and Compiled by Daniel Parker, WI Dept. of Public Instruction
Tips on What K-12 Educators can do to Support Students Preparing for IHEs
Adaptive and Functional Curriculum
· Make education meaningful to the student
· Engage and develop the student’s interests
· How to research and find community supports
· Learn how to use directory assistance and internet to find information
· Ensure that the curriculum is not just discussing and studying about independence but allowing for practice of being independent
· Practicing functional work skills
o Interviewing
o Filling our resumes, applications, scholarships. Loans, financial forms
· Set up student led IEP meetings
· Teach students about their strengths accommodations
· Teach self efficacy skills
o Positive affirmations
o Activities around student strengths
o Students tracking progress on skills
· Teach self monitoring and self regulation
Autism Specific Instruction
· Social Thinking Curriculum (Michelle Garcia Winner)
· Teaching Attributions and Attribution Analysis (Sherry Moyer)
· Imagery and Progressive Relaxation (June Groden)
Teach the Hidden Curriculum (Judy Endow, Brenda Smith Myles)
· Describe what a job is, why people need jobs, why people pay people to do a job (solve problems)
· Teach students how to avoid scams (credit card sign ups, etc)
· Teach the purpose of IHEs (to get a job, learn about and improve what you are good at, learn how to be an independent adult)
· Teach the purpose of work (money, self esteem, relationships)
· Where to sit and how to ask questions in college
Preparing for Differences between High School and IHEs
• Accommodations vs. modifications
• Attendance requirements
• How to self-monitor progress
• Self monitor completion of assignments and grade
• Finding study groups outside of class
• Lecture halls versus smaller classrooms
• How to choose assignments
• How to schedule time for larger projects and papers
• How to schedule classes on different days
• Finding texts, resources, and web based resources
• Using libraries to find information
Tips on What K-12 Students can do to Prepare for IHEs
Academic
· Be ready to run a student centered IEP meeting
o Use of Powerpoint or Video
o Present information about yourself and your needs, accommodations
· Enroll in SAT/ACT prep course
· Start asking for letters of recommendation from teachers
Organization
· Practice being on time and time management
Self Determination and Protection
· Recognize academic, social, and emotional strengths and needs
· Take a learning styles inventory
· Learn about the accommodations that work best for you
· Memorize social security number
· Learn about Section 504 and ADA laws
· Attend career fairs at school or community
· Take a CPR or First Aid Course or training
· Learn how to listen to weather forecasts to plan for what to wear to school
Work, Relationships, and Community
· Learn how to fill out applications for jobs, schools, financial aid, scholarships
· Register to vote when 18 and learn about election process
· Write a resume and cover letters
· Learn interview skills (how to talk, clothes to wear)
· Get to know about DVR services
· Visit college campuses and meet with student support services
· Take a course in foods, family life, child development, and babysitting
· Youth volunteer opportunities in libraries or hospital
· Join clubs of interest or noninterest
· Take a class from city parks or 4-H program or other community education programs
Tips on What K-12 Families Can do to Prepare their Children for IHEs
· Investigate the possibility of enrolling in youth options
o Students may be eligible to take college credit courses in high school
o http://youthoptions.dpi.wi.gov/youthopt_home
· Ask for guidance counselor to attend IEP meeting or meet with guidance separately
· Assist with financial literacy
o Opening a bank account
o Managing money
o Using an ATM
· Assist student in navigating the community
o Public transportation
o Hair, bank, library, post office, church, different kinds of restaurants
o Stores / Shopping
o Asking for directions
o Laundromat
o What to do when lost
o What to do when miss a bus
o Tipping, standing in line
o Museums, galleries
o Greeting strangers
o Natural Supports (police, information desks, etc)
o Navigating new communities (neighboring towns, etc)
· Independent Hygiene
o Showering
o When to get rid of clothing
o Dress clothing for specific activities
o Sexual Safety and Relationships
o Use of visual schedules for support
· Assist with self perceptions and self efficacy
o Remind child of what she/he is good at or when successful
o Discuss overcoming obstacles
o Identify age appropriate leisure activities that match interests
· Assist with independent living skills
o Cooking / menu planning / exercise / sleep
o Making and keeping appointments
o Taking messages on phone or in person
o Answering phone / using internet
o Ordering food
o Locking doors / safety
o What to take when you leave the house
Tips on What Students Can do to Support Themselves in IHEs
Academic
· Prepare for accommodations but not necessarily modifications to course requirements
o Example: You might get an extra week to do the assignment but you won’t get to do a different assignment
· Make appointments to visit teachers a few times during the semester
o Visit teachers during office hours
o Meeting with teachers builds a relationship
o Talking with teachers shows you care about your education
· Research questions that you have first or ask a trusted friend or resource at IHE
· Enroll in a parenting class
Communication
· Ask/answer just 3 questions per class (follow up questions in email to professor)
· Draft a letter to faculty about who you are and any needs you may have
· Document (write down, date, and keep) your communications with faculty and staff about the accommodations you need
o Follow up these conversations with written communication such as email describing conversation and the agreements that you made for accommodations with each teacher
· Think of how you might discuss your behavior differences with others
· Be ready to discuss examples of previous meltdowns to help instructors avoid contributing to a meltdown and how they might help if a meltdown occurs
o Discuss triggers
o Let them know what to say (or not say) to help during a meltdown
Organizational
· Find someone to help you fill out paperwork and process documents so you can focus on classes, jobs, and life
· Consider switching classes to find the right teachers
· Take an extra class at the beginning of the semester knowing you will drop one class that is the most difficult or stressful for you
· Carry earplugs in your pocket/backpack if needed to help with noise
· Consider using a visual timer for
o Getting ready in morning
o Time spent on homework for each class
o Relaxing (playing games, reading, etc)
· Schedule down time between classes
· Find safe and/or relaxing places on campus
· Make a map of high and low sensory areas on campus
· Request a private room if needed for living space
· Make a chart of things that you are required to do and things you have the choice to do for classes, living arrangement rules, campus requirements
Tips on What Students Can do to Support Themselves in IHEs
Self Determination and Protection
· Take an assistive technology assessment to learn about tools that help you learn
· Be ready to disclose your disability and negotiate accommodations BEFORE requesting accommodations
o Don’t wait two weeks before finals!
o Be prepared to negotiate accommodations
· Know what types of accommodations you need
o Academic accommodations such as note taking and extra time
o Strategy for tuning out noise in lectures
o Self regulation and movement needs
· Create a movement and sensory diet that you are able to manage independently
· Develop your own self management plan to avoid meltdowns
· Read and understand the code of conduct
o Know the rights of others (personal space, expression, noise, ideas)
o Understand what might be considered sexual harassment
o There is no requirement for an FBA, BIP or manifest determination
· Protect your own personal boundaries
o Circles of intimacy (family, close friends, instructors, people you know, strangers)
· Determine if an advocate may be helpful
o DRW, BPDD, WI Family Ties, Family Voices of WI
· Know contacts at the following
o Vocational Rehabilitation agency (DVR)
o Mental health contacts at University
o Aging and Disability Resource Center (ADRC)
Work, Leisure and Relationships
· Consider paid employment while in school
o Tutoring jobs may be a great way to learn responsibility and social skills
o Student help desk
· Know your RA if living in a dorm
· Inventory your support system (counselors, disability services, networks of friends)
· Consider natural supports
o Study groups
o Clubs
· Started an autism support group
Tips on What Families Can do to Support Their Children in IHEs
• Consider Educational Power of Attorney
o Allows a door for advocacy and communication
o Still allows for students to make choices
• Take a Close Look and Ask Question to . . .
o Admission Offices
o Disability Resource Centers
o Career Service Centers
o Can They Answer Questions about what they Can and Cannot Support?
• Think about Timeline for Independence
o Is the expectation that child is mature and independent at age 18 or 21?
o How are we bridging supports to independence?
• Compile Recent Documentation of Disability
o Review and discuss with child
o Provide child with a copy
• Look at Location of School
• Discuss Comfort Zones of Possible Support
o Are you able to visit student as needed to support?
Post Secondary Education for Students with ASD
Resources
Wisconsin Organizations and Resources
· Autism Society of Wisconsin: Links to regional chapters and statewide information, conferences, information. http://www.asw4autism.org/ (888) 428-8476 OR (920) 558-4602
· Children and Youth with Special Health Care Needs (CYSHCN): The Children and Youth with Special Health Care Needs Program collaborates with national, state and community-based partners to link children to appropriate services, close service gaps, reduce duplication and develop policies to better serve families. http://www.dhs.wisconsin.gov/health/children/ (608) 266-8178
· Family Village This site integrates information, resources and online communication opportunities for persons with cognitive and other disabilities, for their families, and for those that provide those services and support. www.familyvillage.wisc.edu
· Opening Doors to Postsecondary Education and Training: Developed through a grant from the WI Department of Public Instruction, this is a Handbook for Students, School Counselors, Teachers and Parents, Rev. 9/07 http://sped.dpi.wi.gov/files/sped/pdf/tranopndrs.pdf
· Regional Centers – Wisconsin First Step: Wisconsin’s Department of Health and Human Services (DHS) Children and Youth with Special Health Care Needs (CYSHCN) has five regional centers to assist families with resources for their children. http://www.dhs.wisconsin.gov/health/children/resourcecenters/index.htm
Western (800) 400-3678, Southern (800) 532-3321, Northern (866) 640-4106, Northeast (877) 568-5205, Southeast (800) 234-5437
· Think College Wisconsin: Efforts are unfolding across the country to increase and expand upon postsecondary education options for individuals with intellectual and developmental disabilities. In Wisconsin, the demand for college is growing and pockets of people across the state are discussing how to develop programs in their own communities. This website serves as a tool to inform, connect, and support people involved in these efforts. Explore the site, read the state plan, and register for the listserv. It's time to THINK COLLEGE.http://www.waisman.wisc.edu/thinkcollege/
· Transition Action Guide (TAG): This Technical Assistance Guide (TAG) was developed to assist in the improvement of communication, coordination, and services for students with disabilities transitioning from school to work in Wisconsin. It was designed to be useful for all persons and agencies (stakeholders) involved in the transition process..http://dwd.wisconsin.gov/dvr/pdf_files/tag.pdf
· Transition Services for Youth: Created from a grant from the Wisconsin Department of Public Instruction, this web site provides transition tools and resources for educators, youth, and families. http://www.tr4y.org/
· WI Department of Public Instruction Bulletin: High School Graduation and Students with Disabilities: Description and guidance on how students with disabilities meet the high school graduation requirements. http://sped.dpi.wi.gov/sped_bul10-08
· WI Department of Public Instruction: Youth Options Web Site: This site provides information and frequently asked questions about Youth Options programs which allows public high school juniors and seniors who meet certain requirements to take postsecondary courses at a UW institution, a Wisconsin technical college, one of the state's participating private nonprofit institutions of higher education, or tribally-controlled colleges. Approved courses count toward high school graduation and college credit. http://youthoptions.dpi.wi.gov/youthopt_home
· WI Career Pathways: In 2008, a group of like-minded career and technical education individuals (technical college Career Prep coordinators and representatives from the Wisconsin Technical College System, local K-12 districts and the Department of Public Instruction) convened to discuss how to build momentum for a statewide Career Pathways initiative. Consensus was reached that an organized, consistent and user-friendly Web-based resource was vital to assist educators in meeting the challenges of growing and maintaining a skilled workforce to support the economic development of our state. https://www.wicareerpathways.org/
· WI Department of Public Instruction AmeriCorps VISTA Program. Some people with autism have found volunteer and work experience through AmeriCorps VISTA. AmeriCorps VISTA is a program that provides in-service volunteer experience. Nearly 6,000 AmeriCorps*VISTA (Volunteers In Service To America) members serve in hundreds of non-profit and public agencies throughout the country. Known also as the "domestic Peace Corps," AmeriCorps*VISTA is a national service program that seeks to eliminate poverty by setting up and expanding sustainable projects that impact the lives of those being served. http://fscp.dpi.wi.gov/fscp_vexplain
· Wisconsin DPI Autism Page: Autism related information and training registration. Also has link to course credit for current autism trainings. http://sped.dpi.wi.gov/sped_autism
· Wisconsin Youth First: Students made this website so their friends could get together and keep in touch, about school, work, and leadership activities in Wisconsin. This website is where kids from all over the state can be leaders, get information, and get involved! http://www.wiyouthfirst.org/
· Wisconsin Statewide Transition Initiative (WSTI): Funded through a grant from the WI Department of Public Instruction, WSTI provides resources for students transitioning from high school. http://www.wsti.org/
· Wisconsin Community of Practice on Autism and Other Developmental Disabilities: Led by a steering team which includes parents, researchers, physicians, and many others, the CoP ASD/DD gathers stakeholders from throughout Wisconsin three times a year. http://www.waisman.wisc.edu/connections/Community.php
· Wisconsin Board for People with Developmental Disabilities: The Wisconsin Board for People with Developmental Disabilities (WBPDD) was established to advocate on behalf of individuals with developmental disabilities, foster welcoming and inclusive communities, and improve the disability service system. The Board's mission is to help people with developmental disabilities become independent, productive, and included in all facets of community life. http://www.wi-bpdd.org/ (888) 332-1677