Susan B. Asselin

Rehabilitation Counseling, Special Education, and Vocational Special Needs Education: Three Transition Disciplines.

EDNA MORA SZYMANSKI is Assistant Professor Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison; CHERYL HANLEY-MAXWELL is Assistant Professor Rehabilitation Institute, Southern Illinois University-Carbondale; and SUSAN ASSELIN is Associate Professor Department of Vocational and Technical Education, Virginia Polytechnic and State University. This manuscript was prepared for the professional development group of the Employ-

Students with autism spectrum disorder in college: Results from a preliminary mixed methods needs analysis ☆

BACKGROUND There is a growing call for empirically based programming to support the success of students with autism spectrum disorder (ASD) as they transition to college. AIMS The purpose of this study was to identify the needs and challenges faced by adolescents and young adults with ASD in postsecondary education. METHODS A mixed methods approach was taken to explore the needs of college-bound and college-enrolled students with ASD. Primary stakeholders (i.e., parents, educators/support staff from secondary and postsecondary institutions, and students) participated in an online survey (n=67) and focus groups (n=15). RESULTS Across the stakeholder groups, commonly identified areas of difficulty included limited interpersonal competence, managing competing demands in postsecondary education, and poor emotional regulation. There was a high degree of agreement across stakeholders in the identified needs and challenges. IMPLICATIONS Findings from this preliminary needs analysis will inform the development of programming to support students with ASD.

A Web-based Training Model for Preparing Teachers to Supervise Paraeducators

Paraeducators have been widely used to expand services provided in special education programs (Giangreco, Broer, & Edelman, 2002; Giangreco, Edelman, Luiselli, & MacFarland, 1997). The effectiveness of paraprofessionals depends heavily on their preparation and supervision (Gerber, Finn, Achilles, & BoydZaharias, 2001). Training and supervision are carried out primarily by teachers, yet traditionally teacher education programs have not adequately prepared teachers for this responsibility (Drecktrah, 2000; May & Marozas, 1986; Wallace, Shin, Bartholomay, & Stahl, 2001). In 1999, the University of Nebraska-Lincoln was funded by a Project of National Significance from the Office of Special Education Programs at the U.S. Department of Education to develop and field test a model for training teachers to effectively supervise paraeducators. The project created competency-based, accessible, and systematic training materials that could be delivered via the Web (http://para.unl.edu). The training materials were designed to be used either as a stand-alone self-study package or as an adjunct to additional face-to-face instruction in a traditional course.

Development of a College Transition and Support Program for Students with Autism Spectrum Disorder

Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level (Step 2) is for postsecondary students with ASD. Herein, we review the extant research on transition supports for emerging adults with ASD and describe the development of STEPS, including its theoretical basis and how it was informed by consumer input. The impact of STEPS on promotion of successful transition into college and positive outcomes for students during higher education is currently being evaluated in a randomized controlled trial.

Enhancing Faculty Awareness and Knowledge of Students with Disabilities.

An increasing number of students with disabilities are enrolling in postsecond‐ary institutions. To better serve these students, faculty, administrators and counselors must develop an understanding of the needs of students with disabilities and how to make accommodations for their success. An inservice program that targeted skills in enhancing awareness of student needs, meeting legal mandates for accommodations, and developing a team approach to serving students is presented. As a result of participation in the inservice program, all community colleges in the Commonwealth have instituted an advisory council that addresses the academic environment and needed support services for students with disabilities.

Learning and assistive technologies for college transition

Todays college environment requires knowledge and skill with a variety of learning technologies. Transition planning for students with disabilities addresses academic preparation with limited attention paid to teaching students to use emerging technologies or assistive technologies for learning. Transition assessment that includes learning and assistive technologies pro- vides students with a better understanding of the impact of their disability in the college environment and how to advocate for appropriate accommodations based on this data. While assistive technologies are considered academic accommodations, emerg- ing technologies which are universally designed for a broader range of users offer the opportunity to increase accessibility of information technology. The availability of web based information and built in features opens doors for students to strengthen individual cognitive and functional skills necessary for college success. Access to these technologies affords individuals with disabilities the flexible, yet individualized means to communicate and engage in increasingly digital learning environments.