Alabama University of Alabama Autism Spectrum Disorders College Transition and Support Program Comprehensive academic and behavioral supports 3,000.00 Arkansas University of Arkansas Autism Support Program Comprehensive Services to students in the of academics, social skills, and transitioning to independent adult roles. 5,000.00 California Transition to Independent Living Program at Taft College Post-Secondary program focused on independent living skills Not Listed Connecticut University of Connecticut SEAD (Strategic Education for Students with ASD) Program Comprehensive academic and behavioral supports 3,000.00 Florida Nova Southeastern University Access Plus: a comprehensive program for academic, residential and vocational skills 8,000.00 University of West Florida: Autism Inclusion Program Provides academic, social, life skills, and career planning Not Listed
New Jersey Fairleigh Dickenson University: COMPASS Program College-based support for students with HFA and AS 3,000.00 Rutgers University Full Support Services 2,500.00 New York Adelphi University: Bridges to Adelphi Program Comprehensive academic, social, and vocational support services to students with HFA and AS 2,500.00 Rochester Institute of Technology Provides individualized support to students on the spectrum Not Listed Ohio Defiance College: ASD Affinity Program Comprehensive academic, social, and residential support services that assist students with ASD 10,230.00 Wright State University: RASE Program Individualized academic and social support services No charge for qualifying students Pennsylvania Eastern University: College Success Program for Students Living with Autism Spectrum Disorder Provides academic, social, life skills, and cultural supports for undergraduate students 6,500.00
Mercyhurst Program of support and mentoring Not Listed St. Joseph’s University: Student Success and Retention Program Individual advisor, social worker, and psychologist on staff to provide bi-weekly meetings and support 3,000.00 Tennessee University of Tennessee at Chattanooga: MOSAIC Program developed to support the holistic needs of the UTC students with ASD Current Tuition Washington Bellevue College: Autism Spectrum Navigators Program Provides support for the ASD student population No charge for qualifying students West Virginia Marshall University: College Program for Students with HFA and AS Positive behavior and academic support 3,200.00
Area of Difference: Specific Issues: Classroom Accommodations: Communication skills Slower receptive processing: misunderstanding jokes, idioms, sarcasm, gestures and body language Expressive difficulties: initiations of conversations, topic maintenance, turn taking, organization, and voice tone/ volume. Providing the student with lecture notes and study guides Helping the student focus on the important information Allowing longer verbal response time for the student Instructions should be clear, concise, and logical Social Skills Theory of Mind Eye Contact Personal space Difficulty understanding the unwritten classroom etiquette Some students with HFA/AS could have extreme social anxiety The instructor should: Allow a buffer or short brakes from group time to help reduce social anxiety Assist in the formation of classroom groups and monitor the student’s of inclusion Provide written guidelines for social interaction in the classroom setting
Date Topic Due Class One Etiquette: Syllabus review and getting to know the class Class Two Class Etiquette: Effective learning Signed Syllabus Syllabus Quiz Class Three Class Etiquette: University resources Four Class Etiquette: Working in groups In-Class Assignment 1 Class Five Class Etiquette: Classroom behavior and policy Reflection 1 Class Six Social Communication: social etiquette Class Seven Social Communication: UNCG social avenues In-Class Assignment 2 Eight Class vote Exam 1 Class Nine Social Communication: Communication across contexts In-Class Assignment 3 Class Ten Professional Communication: Interviews, resumes, applications WILL MEET IN THE COMPUTER LAB****** Reflection 2 Class Eleven Professional Communication: Teachers,
Assignment 5: The students will themselves and their classmates on their group presentations using a provided grading rubric to be turned in at the end of class Class Participation Topic Relevance Content 1: 20 points Student is fully engaged in activities, respectful of other’s opinions, does not use electronics or other devices during class, comments or questions show reflection of class topics Student addressed the fully drawing information from personal response and class discussions and demonstrate their growth and reflection on class content The student demonstrates thorough engagement with the important issues raised in topics and discussions 2: 10 points Student is sometimes engaged in activities, respectful of other’s opinions, does not use electronics or other devices during class, comments or questions show some reflection of class topics Student addressed the topic with relatively few personal responses and shows limited growth and reflection on course content The student demonstrates limited engagement with the important issues raised in topics and discussions 3: 50 points Student is rarely engaged in activities, can be disrespectful of opinions, occasionally use electronics or other devices during class, infrequently comments or asks questions, and does not show reflection of class topics Student addressed the with no personal response or reference to class discussion and topics The student demonstrates no engagement with the important issues raised in class topics and discussions
Group Poster and Presentation Poster Grading Rubric: Writing mechanics Topic Relevance Content Poster Layout Level 1: points Very good command of conventional English mechanics and has some originality Student answered the topic question fully drawing information from personal response and class discussions and demonstrate author’s growth and reflection on class content The reflection demonstrates thorough engagement with the important issues raised in class topics and discussions The Poster is aesthetically appealing, logically laid out, easy to follow, and shows creativity and effort Level 2: 30 points Fairly good command of standard English, very few errors, no problems for the reader Student answered the topic question with relatively few personal responses and shows limited growth and reflection on course content The reflection demonstrates limited engagement with the important issues raised in class topics and discussions The poster is somewhat organized, shows moderate effort and creativity, and shows some cohesiveness of layout Level 3: 10 points The reflection uses incorrect grammar and vocabulary inconsistently, making it difficult for others to follow Student answered the topic question with no personal response or reference to class discussion and topics The reflection demonstrates no engagement with the important issues raised in class topics and discussions The poster is unorganized, shows limited to no creativity or effort, and is difficult to follow topics and interpret flow of information.
Presentation Rubric: Grade Class Participation Topic Relevance Content Personal Presentation Level 1: 70 points Student is fully engaged in the presentation, respectful of other’s opinions, does not use electronics or other devices during class, comments or questions show reflection of class topics Student addressed the topic fully drawing information from personal response and class discussions and demonstrate their growth and reflection on class content The student demonstrates thorough engagement with the important issues raised in class topics and discussions Student is dressed appropriately, presents their information in a professional, concise manner, and shows good oral presentation skills Level 2: 35 points Student is sometimes engaged in the presentation, respectful of other’s opinions, does not use electronics or other devices during class, comments or questions show some reflection of class topics Student addressed the group topic with relatively few personal responses and shows limited growth and reflection on course content The student demonstrates limited engagement with the important issues raised in topics and discussions Student is dressed appropriately, presents their information in a somewhat professional, concise manner, and shows average oral presentation skills Level 3: 10 points Student is rarely engaged in the presentation, can be disrespectful of other’s opinions, occasionally use electronics or other devices during class, infrequently comments or asks questions, and does not show reflection of class topics Student addressed the group topic with no personal response or reference to class discussion and topics The student demonstrates no engagement with the important issues raised in class topics and discussions Student is not dressed appropriately, presents their information in an unprofessional, ineffective manner, and shows poor oral presentation skills
Exam one: assessment of students’ carryover of topics, knowledge of skills covered in class, application of these skills in a real-life scenario, management of appropriate test time, and awareness of specific accommodations available and needed for success. Exam two: Student will demonstrate carryover of cumulative class topics in a functional, natural environment during a class outing. Students will be graded based on the following rubric: Grade Class Participation Topic Relevance Content 1: 50 points Student is fully engaged in activities, respectful of other’s opinions, does not use electronics or other devices during class, comments or questions show reflection of class topics Student addressed the topic fully drawing information from personal response and class discussions and demonstrate their growth and reflection on class content The student demonstrates thorough engagement with the important issues raised in class topics and discussions Level 2: 25 points Student is sometimes engaged in activities, respectful of other’s opinions, does not use electronics or other devices during class, comments or questions show some reflection of class topics Student addressed the topic with relatively few personal responses and shows limited growth and reflection on course content The student demonstrates limited engagement with the important issues raised in class topics and discussions 3: 15 points Student is rarely engaged in activities, can be disrespectful of opinions, occasionally use electronics or other devices during class, infrequently comments or asks questions, and does Student addressed the topic with no personal response or reference to class discussion and topics The student demonstrates no engagement with the important issues raised in class topics and discussions
not show reflection of class topics Class Participation Grade Peer Interaction Preparation Participation Contribution to Dynamics Level 1: 40 points Actively supports, engages, and listens to peers Arrives fully prepared at every class session Plays an active role in discussions Comments show an advanced level and depth of dialogue Group dynamic and level of discussion are often better because of candidate’s presence Level 2: 25 points Limited interaction with peers Preparation is inconsistent When prepared, participates constructively in discussions When prepared, relevant comments are based on assignments Group dynamic and level of discussion are occasionally better, but not worse, because of candidate’s presence Level 3: 15 points Virtually no interaction with Rarely or never prepared Comments vague if given; frequently demonstrates lack of interest Demonstrates a noticeable lack of interest on occasion Group dynamic and level of discussion are sometimes disrupted by candidate’s presence