Holey Arbeit, Regional Program Director, and Sandy Poole of AHEADD, Achieving in Higher Education with Autism/Developmental Disabilities
It started along the East Coast and it has come to the west coast via Bakersfield -- a support organization for those with verbal/non-verbal language and learning disabilities to go the next step beyond the highly structured elementary and high school environment to college, career, and independent living.
Carnegie Mellon University has been described as a "mini-MIT" and has been the place where the AHEADD program came into its own.
Traditional accommodations under IEPs for students with disabilities include:
- extended time for tests (and sometimes assignments),
- technology aids,
- distraction free environment,
- preferred seating.
Non-traditional accommodations individually include:
- establishing a network of support,
- facilitating communication with professors,
- aiding in self advocacy skill development,
- social language instruction,
- regular assistance with organization (pragmatics/executive functioning),
- increased academic and personal accountability,
- regular meetings with AHEADD staff/professors to discuss progress,
- structured peer support,
- life skills education.
The west coast region already has several students in several different cities, thanks to being vendored by the Rehabilitation Department and California State Regional Centers (locally Kern Regional Center). If the KRC or Dept of Rehab client is approved for the service, these agencies can cover the tuition, which starts at $4200 per student per semester. Given the how comprehensive the services provided are, other services are a lot more expensive.
For more information about the organization on a national level, email Carolyn Komich Hare, Director of AHEADD or visit AHEADD, Achieving in Higher Education with Autism/Developmental Disabilities.
Loren John Presley, college student, author, and person with Aspergers
Loren Presley loves writing books, building robots, and (digital) animation. In a previous visit to our Parent Support Group (PSG), he told of his life journey of trying to figure out who he was and why he processed things differently than other around him seemed to. This time, he focused more on the process of the self-discovery process.
- Who are we?
- What has hurt you?
- Why did this happen to me?
- Am I worth anything?
From preschool he used his imagination, was drawn inward, and focused on inner thought. He had to find strength within himself and support outside of himself.
- Even though there are these things, you can succeed.
- Total rejection -- horror stories.
- We must learn to stop hating
- Essential needs of every human
- we all deserve them
- Hope and human heart
- quantity and/versus quality
- Love is a universal value
Diagnosed by third grade, he was aware of the feeling that he was different. The feeling shook his self esteem and self confidence. To him the diagnosis, like many who struggle with undiagnosed disbelieved problems, was actually a relief!
- He emphasizes human
- humans are important
- human equals frame
- like in robotics and animation, the human body is just a frame (for the soul)
- everything else is just an accessory
- Essential needs
- Loyal friends and a support system
- Safe, secure, understanding
Middle school and high school were like the Medieval Ages. (note-were? -jb) (reference -- Freaks, Geeks, and Aspergers.)
- Advocate Dignity
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