Transcript Creating GAS Goals

Financial Aid Services for
Students with Disabilities
Dr. Amy Matthews, Kathleen VanderVeen,
Michelle Rhodes
Michigan Students with ASD Eligibility
16000
15,403
14000
Number of students
12000
10000
8000
6000
4000
2000
1,208
0
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
# of MI Students with ASD by Age
* Based on 2010 MDE, OSE-EIS Eligibility Count
1400
1225 1211
1200
1145 1137
1136
1030 1027
1019
978
1000
908
836
821
800
610
600
518
394
400
255
215
224
166
200
3
133 144 120
90
36
21
0
Age
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
Latest CDC Report
If 1 in 110 children have an autism
spectrum disorder…
• The average elementary building will have about 34 children with ASD
• The average middle school building will have
about 6 students
• The average high school will have about 14
students
• The average college with 20,000 students?
Triad of
ASD
Neurobiological disorder
that impacts:
• Processing
• Attention and shifting
• Basic social behaviors
• Interaction with the environment
• Learning
Lord, 2010
Brain Differences in AS
• Video
Socialization Skills and
Development
Social Characteristics
 Limited appropriate use of nonverbal
behaviors in social situations (e.g., eye
gaze, gestures, body language)
 Difficulties recognizing and responding
to subtle social nuances, cues, and
unspoken messages
 Identifying and responding to people’s
tone of voice, facial expressions,
posture
Autism is a Social Learning
Disability
• We are wired to read social information
into everything
• Social information is protective since it
enables us to read social situations
• We are experts on faces and emotions
most of the time
• Yawning (Senju et al., 2007)
Social Challenges
• Developing relationships often
challenging
• Social attempts may look like problem
behaviors
Social Characteristics
 Theory of mind is the ability to
understand that others have beliefs,
desires and intentions that are different
from one's own
“Because students with ASD appear “normal”
and may have obvious talents and abilities,
faculty and other students may easily become
frustrated by behaviors inherent to the
disability. This can lead to social ostracism
and ultimately adversely affect learning”
(Camarena & Sarigiani, 2009, p. 117).
Aspergers - ABC News
Part 1
Communication Skills and
Development
Communication
• Facial expression may not augment
communicative intent
• Prosody may be flat or exaggerated and
voice can be too loud or soft with rate of
speech being too slow or too fast
• Language can be repetitive, overly
formal, idiosyncratic
• Difficulty with reciprocal conversations
Restricted and Repetitive
Patterns of Behavior
Restricted and Repetitive
Patterns of Behavior
• Narrow interest or highly focused interest
– For example: numbers, sports facts, computers
• Inflexible adherence to specific nonfunctional routines or rituals
• Distress at unexpected changes
Sensory Differences
Associated with ASD
• Not necessary in the diagnosis of ASD
but virtually all individuals demonstrate
sensory processing issues
• Strong reactions to everyday
sensations
Autism Spectrum Disorders
Sources of Anxiety
• Sensory under- or overstimulation
• Changes in schedule, routine
• New people, events,
environments
• Unfamiliar task demands
• Immersion in social settings
• Teasing or bullying
Autism Spectrum Disorders
Symptoms of Anxiety
• Pacing, motor over-activity
• Perseveration –preferred topics or
activities, questions asking
• Increased self-talk
• Social withdrawal/avoidance
• Poor decision making
• Decreased attention span
• Outbursts
Other Potential Issues
• Academic challenges related to (Myles &
Simpson, 2002):
 Extremely concrete, literal thinking
 Struggle with generalizing information
 Poor problem solving and
organizational skills
Other Potential Issues
• Lack of attention to
hygiene/appearance
• Difficulties with emotional
regulation (Laurent & Rubin,
2004)
• Co-morbid mental health issues
Relevance: Financial Aid
Considerations
• Transition to college may be difficult
“. . . students [with AS] struggle with the
transition to college not because they do not have
the intelligence to complete the work, but
because they lack experience in balancing their
lives and developing the academic strategies they
need for learning.” (Wenzel & Rowley, 2010, p.
46)
Relevance: Financial Aid
Considerations
• Academic performance may suffer for
various reasons
• Completing college may take longer
• Struggles with finding a job or
preparing for graduate school
Relevance: Interaction
Considerations
• Students may not self-identify
• Concrete understanding of information
• Receptive understanding
• Understanding perspective of others
• May not ask necessary questions
• May seem non-compliant or unfocused
• May become frustrated or anxious
• Parents may want to be more involved
Books on Going to College
• Lorraine E. Wolf & Jane Thierfeld Brown (2009). Students with
Asperger Syndrome: A Guide for College Personnel. Autism
Asperger Publishing.
• Sarita Freedman (2010). Developing College Skills in Students
With Autism and Asperger's Syndrome. Jessica Kingsley
Publishers.
• John Harpur, Maria Lawlor, & Michael Fitzgerald (2004),
Succeeding in College With Asperger Syndrome, Jessica
Kingsley Publishers.
• Ann Palmer (2005), Realizing the College Dream with Autism
or Asperger Syndrome: A Parent's Guide to Student Success,
Jessica Kingsley Publishers.
• Dawn Prince-Hughes, ed. (2002), Aquamarine Blue 5: Personal
Stories of College Students With Autism, Swallow Press.
Questions?
Amy Matthews, Ph.D.
Grand Valley State University
Psychology Department; Autism Education Center
[email protected]
616-331-3513
Kathleen VanderVeen
Grand Valley State University
Disability Support Services (DSS)
[email protected]
616-331-2490
Michelle Rhodes
Grand Valley State University
Financial Aid Office
[email protected]
616-331-3234