Foreword | p. xi |
Introduction | p. 1 |
Why Should We Care? | p. 4 |
A Favorable Prognosis | p. 6 |
The Syndrome | p. 9 |
The "Typical" Student with Asperger Syndrome | p. 9 |
Definition and History | p. 11 |
Incidence | p. 12 |
Symptoms of Asperger Syndrome | p. 15 |
Asperger Syndrome and Issues for Disability Services | p. 27 |
Roles of Disability Services | p. 28 |
Self-Advocacy | p. 29 |
Working with the Family During Transition | p. 30 |
Staying in Touch with Parents | p. 32 |
Working with the Student During Transition | p. 33 |
Registration and Course Selection | p. 37 |
Scheduling Classes and Time Management | p. 39 |
Academic Challenges and Asperger Syndrome | p. 42 |
Unique Challenges for Disability Service Providers | p. 53 |
Amount of Student Contact | p. 53 |
Setting Boundaries | p. 56 |
Amount of Parent Contact | p. 59 |
Creating Effective Partnerships with the Family | p. 60 |
Guardianship | p. 66 |
Service Provider vs. Clinician | p. 67 |
Special Considerations for Graduate and Professional Students | p. 69 |
Legal Issues and Academic Accommodations | p. 71 |
Pertinent Legislation | p. 72 |
University Rights and Responsibilities | p. 75 |
Disclosure and Confidentiality | p. 76 |
Student's Rights and Responsibilities | p. 77 |
What Are Accommodations? | p. 79 |
Accommodation Basics | p. 82 |
Specific Academic Accommodations for Students with Asperger Syndrome | p. 85 |
Cognitive Challenges, Related Academic Domains, and Appropriate Accommodations | p. 86 |
Social Challenges, Related Academic Domains, and Appropriate Accommodations | p. 93 |
Behavioral Challenges, Related Academic Domains, and Appropriate Accommodations | p. 97 |
Low-Tech Accommodations | p. 100 |
High-Tech Accommodations | p. 101 |
Summing It Up: How Do You Deal with the Big Challenges Asperger Syndrome Presents to a Successful College Experience? | p. 102 |
Co-Curricular Needs and Accommodations | p. 107 |
Cognitive | p. 107 |
Behavioral | p. 108 |
Social-Interpersonal | p. 109 |
What Are Non-Academic Accommodations? | p. 111 |
Student Activities | p. 112 |
Dating | p. 115 |
Putting It All Together | p. 116 |
Housing and Residence Life | p. 119 |
Orientation to Residence Life | p. 120 |
Student Safety in Residence Halls | p. 121 |
Room Selection: Is a Single Room the Best Solution? | p. 123 |
Roommates | p. 124 |
Sharing Space and Belongings | p. 127 |
Socializing and Managing Free Time | p. 128 |
Making Friends | p. 129 |
Bullying | p. 131 |
Personal Care: Laundry, Hygiene, and Sleep Issues | p. 132 |
Sensory Issues | p. 133 |
Partners on Campus | p. 137 |
Housing and Residence Staff Training | p. 138 |
Tutoring and Academic Support | p. 140 |
Student Activities and Community Service | p. 141 |
Multicultural Affairs and Diversity | p. 141 |
Food and Dietary Issues | p. 142 |
Career Services | p. 143 |
Judicial Affairs and Safety | p. 144 |
Student Health Services and Other Health Issues | p. 148 |
Academic Affairs and Advising | p. 152 |
Administrative Offices | p. 154 |
Academic Administration | p. 155 |
Upper Administration | p. 155 |
Faculty Matters | p. 157 |
Working with Faculty and Administration | p. 157 |
Disclosure to Professors | p. 160 |
Reaching Faculty - "Teachable Moments" | p. 166 |
Course Expectations | p. 169 |
The "2-Card Strategy" for Faculty | p. 172 |
Preparing Students to Enter the World of Work | p. 175 |
Transitioning to Work | p. 176 |
Learning Style | p. 178 |
Working with a Mentor | p. 179 |
On-Campus Jobs | p. 180 |
Fitting In | p. 185 |
Transitioning from the Educational Module to the Internship/Job | p. 190 |
Interview Training | p. 191 |
Disclosure to Employers | p. 192 |
Understanding the Organizational Chart | p. 193 |
Getting Things Done | p. 194 |
In Conclusion - Where Have We Been and Where Do We Go from Here? | p. 197 |
Where Have We Been? | p. 198 |
Where Do We Go from Here? | p. 198 |
Intrinsic vs. Extrinsic | p. 199 |
Campus Training and Education | p. 200 |
Program Development | p. 202 |
Changing the Culture for the Benefit of All | p. 203 |
References | p. 205 |
Appendices | p. 225 |
Some Applied Clinical and Cognitive Science | p. 227 |
Some Basic Science | p. 245 |
Sample Forms and Tools: Getting to Know Your Student | p. 271 |
Sample Intake Questionnaire for Students (general information) | p. 272 |
My Areas of Difficulty Checklist (signs and symptoms) | p. 280 |
My Stress Tolerance (stress reactions and behaviors) | p. 285 |
Stress Thermometer | p. 286 |
20 Questions Stress Test | p. 287 |
Sample Forms and Tools: Identifying Student Needs and Resources | p. 289 |
Identifying My Academic Strengths and Weaknesses | p. 290 |
Student Accommodations Needs | p. 293 |
My Campus Resource Assessment | p. 294 |
My Resource Planning Worksheet | p. 295 |
My Daily Schedule (time management tool) | p. 296 |
Assignment and Grade Tracking Form (self-monitoring tool) | p. 297 |
Pre-and Post-Semester Checklist (self-monitoring tool) | p. 298 |
Sample Forms and Tools: Disability Services Toolkit | p. 301 |
Sample Confidential Release of Information Form | p. 302 |
Guidelines for Documentation of Autism Spectrum Disorders in Young Adults | p. 303 |
Ideas for Working with Students Who Have No Documentation | p. 305 |
Worksheet for Coding Intrinsic and Extrinsic Domains | p. 306 |
Sample Forms and Tools: Campus Training Tools | p. 307 |
Tips for Training Campus Police | p. 308 |
Faculty Fact Sheet | p. 309 |
Faculty Guide for Working with Students with Asperger Syndrome | p. 310 |
Sample Faculty Letter for a Student Who Has Difficulty in a Class | p. 314 |
Tips for Training Residence Assistants | p. 316 |
Sample Social Autopsy After Stressful Student Situation | p. 318 |
Sample Forms and Tools: Employment Tools | p. 321 |
Office Culture Worksheets | p. 322 |
Sample Tip Sheets: Fitting into the Workplace | p. 325 |
Phone Calls | p. 326 |
Dealing with Doors Worksheet | p. 327 |
Interviewing Worksheet | p. 329 |
Sample Disclosure Form for Employers | p. 330 |
Outline for Sample Educational Unit | p. 331 |
Index | p. 332 |
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