According to a study conducted by the Centers for Disease Prevention, autism, a developmental neurological disability, estimates approximately 166 people. According to the Autism Society of America, both children and adults with autism usually have difficulty in verbal and non-verbal communication, social interactions and leisure or games. Autism affects people differently and to varying degrees.
Experts agree to the following advice on identifying autism:
1. Immediately seek your child.
2. If possible, find someone who will work with your child at least 20 hours a week, i.e. a therapist, teacher, parent, grandfather, or grandmother, or someone from your church or group. Look for progress in a month.
3. Do not allow your child to sit and watch TV all day. Make them play and play as many games as possible which they demand in turn.
4. New parents who learn that they have an autistic child must immediately recognize that they cannot do everything on their own. They should immediately contact the societies or heads of autism to find resources, join support groups, and talk with other families about their experiences.
5. Help your child develop his or her strengths, especially among highly effective students with Asperger syndrome (a neurobiological condition characterized by normal intelligence and language development with social and communication skills) and get them work experience during high school.
Marshall University in Huntington, WV is one of the few colleges in the United States that has a special program at its Autism Learning Center that works with autistic disorders such as Asperger. Although many colleges have counselors and staff familiar with autism, only Marshall has a program specifically designed for autists. The program serves three of the 16,360 university students and may end up with 10; it will remain small by choice.
“The goal is not for all students with autism to attend Marshall, but to make the program a model for other colleges,” says Center Director Barbara Becker-Kottrill. “The true goal is that students have the opportunity to attend a selected university. Our work will work with other universities on how to create such a program on their own campuses. ”
Kim Ramsey, Marshall Program Director, said: “The problem is that social and everyday problems interfere.”
This should not be confused with a special education program. Like all students, they must meet and maintain university standards. The center offers tutoring, counseling, a quiet space for exams and assistance in navigating the bureaucracy and the social world of the college, that is, how to plan classes, join clubs, buy books and replace ATM cards that do not work.
In a recent issue of a two-month Asperger Digest, Lars Perner, assistant professor of marketing at San Diego State University who has Asperger syndrome, said: “How many college students have forms of autism how unclear or how many of them are just perceived as a bit strange. The exact cause is unknown, although both genetic and environmental factors are suspected to be. Some of these students may be in college because of a fairly strong academic credentials and this may not mean that they will be able to stay in college. ” Perner is also the author of the college selection guide.
Unfortunately, most autistic students either drop out or don’t even go to college because it’s difficult for them to cope with tasks like doing all the paperwork, managing time, taking notes, and passing exams. Stephen Shore, who completed a doctoral degree in special education at Boston University and was diagnosed with atypical development with strong autistic tendencies, said: "Additional programs are needed, such as Marshall, a higher level of success if this type of program was available elsewhere." However, as researchers learn more about autism and public school services for autism, more autistic students will graduate from high school and be academically, socially, and emotionally prepared for college.
Photo selection is number one priority
The following should be considered, but only after the family has visited the campus and is convinced that their student will be able to “survive” in this school:
1. Accommodation: If proper accommodation is not provided to a student, it would be useless to attend this particular college.
2. Curriculum: ideally there will be enough interesting areas for the student.
3. Establishment: Urban or rural, close to home or distant, and a large or small student body — all issues to be addressed.
4. Cost: Last but not least; as the 5th C when searching for this perfect diamond is the cost. Paying for college is actually the easy part, because no matter what, you can borrow money! And never lose sight of the fact that all financial aid in the world is useless without this welcome entrance ticket!
Some other criteria that should be especially important for students with autism include:
1. Highly organized academic program
2. Service program for persons with disabilities (or equivalent)
3. Willingness to be flexible
4. Support individual needs and a centralized counseling center
Experience with autism is useful, but the most important characteristics of the disability program and counseling center are the commitment to provide individual support and willingness to learn about the disability and the needs of each student. Because of the differences in training among students with a strong Autism / Asperger syndrome, they often use tutoring, organizational, and personal support services.
Sometimes a smaller school is easier for students who are learning better in a calmer and more relaxed environment. For students who will gain the independence and organization necessary to live in college to be intimidating, it may be helpful to live at home for the first year or two of colleges and gradually move to a more independent life. Some colleges offer joint educational programs in which students alternate with academic courses and work related to them. Such programs have the opportunity to help students explore potential carers and develop the necessary skills.
Academic Assistance and Accommodation
In college, students are given responsibility for self-defense. They may or may not receive support from a disability services program, but they will have to make many decisions for themselves.
In many colleges, a disability program will send a letter to the appropriate professors, indicating that the student has a disability and may require special housing. This letter may be the responsibility of the student to give to the professor, or it may be sent to each professor. In any case, it will probably be the student’s responsibility to follow the professor and request specific assistance.
To do this, many students will need coaching and support. Some counselors may be willing and able to help, others not. In many cases it will be necessary and helpful to have a mentor. A disabled service center will usually be able to provide assistance with the necessary services.
Academic facilities were useful and also needed for some Asperger students with autistic autism because they need a little more time to process information and organize responses. This may mean that they will take a little more time to answer questions in the classroom and should get extra time on quizzes, tests and exams. Due to difficulties in processing and screening sensory information, a non-distracting environment can be important for continuous study and exams.
In lecture halls are often important seating. Sitting on or near the front, and sometimes in the center of a row, can facilitate his perception and understanding. Some students find it easier to sit next to the front, but in an aisle, so they have a little more space to spread and are less likely to be hit.
Seats sometimes appear in the first place, served daily, or for the entire semester. If so, students should get to their first class early or try to prepare in advance. Some professors prefer to assign places for the entire semester. In this case, students may need to talk to the professor to meet their special needs for seating.
Some professors include classroom participation as a component of a class and require competition in front of the class and / or teamwork. Such requirements for the class may be difficult for students with difficulties in oral communication or teamwork with others. In anticipation of this, students should be advised to talk to the professor about their disability at the beginning of the semester, in case of need to get special housing, as well as the support and understanding of the professor, who is always needed.
How to organize
Most students with an autism spectrum disorder need clear, systematic organizational strategies for academic work and, most likely, for all other aspects of daily life. Calendars, checklists and other visual strategies for organizing activities should be developed together with the student.
Course selection
Many students with autism Asperger / High Functioning Autism will succeed in courses that use actual memory and / or visual perception skills. An intuitive consultant or adviser can help the student in the curriculum who will use his or her strengths and interests.
The most complex and complex are those that require abstract verbal reasoning, flexible problem solving, extensive writing, or social reasoning. Such courses may be helpful, but may require additional time and support.
In her book Pretending Normal, Lian Willey, an adult with Asperger Syndrome, recommends conducting courses in communication and psychology in order to improve social understanding and skills. “It is often reasonable,” she advises, “to check the course if it takes a long time to master the material.”
A somewhat relaxed class load is often the best way, especially in the first year of study, when everything is new. For some students, reducing the load on the course can help keep stress levels more manageable.
A related problem is that many students with autism need extra time to think about problems and to complete work. This means that they will need more time than most students to read and complete assignments. This should be taken into account when planning the load on the student so that they are not overloaded, which can have adverse consequences.
Social groups and activities
For some students living on their own, it can be overwhelming, as they often need more support than most freshmen to establish social connections. All campuses organized social groups and events. Most students with a high level of autism / Asperger activity will be involved in some of them, but they will need guidance on finding the right groups and presentations.
Always consider the strengths and interests of the student when searching for groups and activities. It may be helpful for someone, perhaps a senior student, mentor or advisor to point out groups that would be of interest and help with the initial steps of becoming a member. It is also possible to mobilize other resources through Student Services, community counselors and service organizations on campus.
Life in a hostel
For many students with a high level of autism functioning, it is preferable to have one room. This will provide a sanctuary where they can control their environment, focus on their work and daily activities without being distracted, and will not be forced to engage in social interaction all the time. Having a roommate can be very stressful, and most experts agree that being without one is actually the best choice. However, it is highly recommended to have a mentor nearby.
When a student agrees, it may be helpful to inform staff at the place of residence about their disability and areas in which support may be required. It is best if a student can discuss their disability with their peers. It may also be helpful to meet other students in adjoining rooms to discuss why their behavior sometimes seems strange.
Daily 9-5
This will be most useful for identifying likely pitfalls and providing the student with written recommendations and checklists in addition to preparatory preparation and training. The following are various aspects of daily life on an average college campus.
1. Meal plans and their rules; where to eat at the wrong time
2. laundry
3. The cost of money; budgeting
4. Use campus ID and / or payment card
5. Hostel rules
6. Handling fire exercises at any hour, especially in the middle of the night
7. Use of communal bathrooms
8. Transportation
9. Campus Maps
10. Search for security personnel
11. Search for rest rooms
12. Using the alarm clock
13. Distributing mail, email and instant messaging on campus
14. The time in the library and how to get help from a librarian and, for that matter, someone else
15. Lecture Hall Procedures
16. Study and participation in the hostel
17. Medical services for students
18. Medical, non-medical emergencies and unsent procedures.
19. First aid and how to take care of yourself during a minor illness (including how to get fluids and food when they are under the weather)
20. Finding time for exercise is important for many, not only for health reasons, but also for stress management.
Plan ahead
It is necessary to think about these problems a few years in advance; do something about it necessarily! As part of the individual learning planning process, each student must have a transition plan to learn the skills needed for college. Many important skills that will contribute to college success can be taught and practiced at home, and the student is still in high school. It is important that the student understand that his or her learning needs, and the types of premises that will be useful.
In college, students will probably find it helpful to talk to advisers and professors about these issues. This will be easier to do when practiced in a more favorable environment at home and in high school. At home, high school students must learn and practice their daily life and independence skills so that they can be successful in college ...
For more information about autism and watching the emotionally charged video of Mark Leland's country song “Missing Pieces,” a song for autism, visit Frinkfest.com. [http://www.frinkfest.com]and the following:
The PARIS database contains detailed information on all colleges known to the National Autistic Society that serve students with autism spectrum disorders. It is available at http://www.info.Autism.org.uk and is regularly updated. If you need more information, contact the NAS Information Center.
Tel: + 44 (0) 20 7903 3599 or 0845 070 4004.
http://www.about-disability.com/disability-aids/college-financial-aid-disabled-student-99.html Financial assistance for college students with disabilities.
Few resources
Liane Willey's Claim the Normal, and the Parent Guide for Asperger Syndrome and High Functional Autism briefly discuss topics related to college, Sally Ozonoff, Geraldine Dawson, and James McPartland.
Aquamarine Blue 5: Personal History of Autistic College Students, edited by Dawn of Prince-Hughes, contains 12 essays and app tips. A recent addition is college success with Asperger Syndrome: a guide for students, John Harpour, Maria Lawlor, and Michael Fitzgerald.
Eric Clearinghouse on Disabilities andifted Education, one of their many helpful articles, ERIC EC Digest # E620, - “Choosing a college for students with learning disabilities or attention deficit hyperactivity disorder (ADHD).”
Веб-сайт из Соединенного Королевства, студенты университета с аутизмом и синдром Аспергера, имеет множество полезных ссылок и некоторые интересные статьи студентов университетов с нарушениями спектра аутизма.
Университет штата Северная Каролина имеет полезное руководство по переходу от средней школы к колледжу на своем веб-сайте. Колледж Эдмондс и Центр аутизма Университета Вашингтона.
Эксперты по теме
Dr Ами Клин, http://www.info.med.yale.edu/chldstdy/Autism/staff.html
Доктор Клин является доцентом по психологии детства и психиатрии Харриса в Йельском детском учебном центре, Медицинской школе Йельского университета и больнице Йель - Нью-Хейвен, Нью-Хейвен, Коннектикут. Он получил степень доктора философии. из Лондонского университета и завершил постдипломные стипендии в психопатологии развития в Центре изучения детей Йельского университета. Он координирует психологическую оценку в Клинике развития детей с отклонениями в Йельском университете, а также диагностическую, нейропсихологическую и социальную когнитивные оценки трех крупных федеральных программных проектов, ориентированных на поведенческие и нейробиологические аспекты аутизма и связанных с ними состояний. Доктор Клин также является начальником психологии в Центре изучения детей.
Его исследовательская деятельность сосредоточена на психологических и биологических механизмах, влияющих на социализацию, особенно в том, что эти механизмы выражаются у людей с аутизмом и связанными с ними серьезными социальными нарушениями. Эти исследования включают новые методы, такие как новая лаборатория слежения за глазами, которая позволяет исследователям видеть мир глазами людей с аутизмом, а также измерять их модели просмотра натуралистических социальных ситуаций. Он является автором более 80 публикаций в области аутизма и связанных с ними состояний. Он также является соредактором (с докторами Фредом Фолькмаром и Сарой Спарроу) учебника по синдроме Аспергера, опубликованного Guilford Press, и третьего издания «Справочника по аутизму и повсеместным расстройствам».
Кэрол Грей, http://www.thegraycenter.org
Президент Центра Серый Серый начал и разработал использование социальных историй со студентами с нарушениями аутистического спектра и написал несколько статей, ресурсов и глав по этому вопросу. Грей в соавторстве с первой статьей, описывающей социальные истории, озаглавленной «Социальные истории: улучшение ответов студентов с аутизмом с точным социальным сообщением», опубликованная в «Фокус на аутическом поведении» в апреле 1993 года. Вскоре после этого Грей редактировал первую книгу «Социальные истории» Original Social Story Book (1993), а затем New Social Stories (1994), которая теперь под названием «Новая иллюстрированная книга социальных историй» (пересмотренная в 2000 году).
Грэй написал несколько глав на тему «Социальные истории», в том числе: «Обучение детей аутизму« чтению »социальных ситуаций, обучению студентов аутизму, методам повышения уровня обучения, общения и социализации, текст под редакцией доктора Кэти Килли ( 1995, Delmar Publishers Inc.); Социальная помощь, в отношении высокоэффективных подростков и молодых людей с аутизмом, под редакцией доктора Энн Фуллертон (1996, Pro Ed Inc.); и социальных историй и разговоров о комиксах, синдрома Аспергера или аутизма с высокой функциональностью? текст в серии «Актуальные проблемы аутизма», под редакцией д-ра Эрика Шоплера, доктора Гари Месибова и доктора Линды Кунсе (1998, Пленум Пресс).
Совсем недавно Грей редактировал My Social Stories Book, сборник социальных рассказов, специально написанных для маленьких детей. Кроме того, Грей широко исследовал тему издевательств. Gray's Guide to Bullying рассматривает запугивание, поскольку оно относится к людям с ASD (The Morning News, зима 2000, весна 2001 года и лето 2001 года). Она также работала над учебным планом, чтобы научить студентов избегать насилия.
Грей разработал ряд других ресурсов, посвященных дополнительным темам, связанным с образованием детей и взрослых с нарушениями аутистического спектра. Она автор «Что»? Воспитание студентов за успехи в сообществе (1992 год), «Укрощение джунглей рецессии» (1993) и «Беседы с комиксами»: яркие, иллюстрированные взаимодействия со студентами с аутизмом и связанными с ними расстройствами (1994). Она также является редактором Журнала аутизма Jenison (ранее The Morning News), международного информационного бюллетеня, который делится информацией между теми, кто работает от лица людей с нарушениями аутистического спектра. Грей является лауреатом премии 1995 года Барбары Липински за ее международный вклад в образование детей с нарушениями аутистического спектра.
Стивен Шор, http://www.Autismasperger.net
Диагноз «Атипичное развитие с сильными аутистическими тенденциями» Стивен Шор считался «слишком больным» для лечения в амбулаторных условиях и рекомендован для институционализации. Невербельный до четырех лет, и с большой помощью от родителей, учителей и других, Стивен Шор окончил докторскую степень по специальному образованию в Бостонском университете, сосредоточив свое внимание на том, чтобы помочь людям в аутическом спектре максимально расширять свои возможности.
В дополнение к работе с детьми и разговорам о жизни спектра аутизма, Стивен представляет и консультируется на международном уровне по проблемам взрослых, относящимся к образованию, отношениям, занятости, адвокации и раскрытию информации, как обсуждалось в его книге «За стеной: личные переживания с аутизмом и Аспергером» Синдром и многочисленные статьи. Он также служит в совете Общества аутизма Америки, в качестве председателя правления Ассоциации Аспергера Новой Англии и входит в Совет директоров по разблокированию аутизма, Ассоциацию аутистичных услуг МА и Коалицию синдрома Аспергера Соединенные штаты.
