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CARD Principles for Support and Intervention

The following are descriptions of general principles and approaches that CARD supports as the best guidelines for developing interventions and support strategies for people with autism and related disabilities.

The first set of considerations for all people is that the person is physiologically stable, free from internal pain and irritation, and lives and participates in environments that are safe, healthy, stimulating, pleasurable and occupied by people who are caring and supportive. Intervention and support programs should be preceded or accompanied by the achievement of these elements. Indeed, the presence of optimal physiological and environmental conditions can be the dominant factor in the accomplishment or facilitation of intervention and support objectives.

Challenging behaviors (such as self-injury, aggression, stereotypy, and tantrums) that are displayed by some people with autism and related disabilities are addressed most successfully and humanely when an understanding of the behavior’s purpose (including its communicative significance) is established through a process of functional assessment. A functional assessment should precede the development and implementation of any program designed to reduce challenging behaviors, and the program should be based on an understanding that is derived from the assessment process.

Intervention and support programs for people with autism and related disabilities should produce educationally-relevant outcomes and, in particular, the development of observable and functional skills that have demonstrable value in a person’s lifestyle. Intervention and support programs should not rely upon unproven treatments that are directed at hypothetical disease constructs or unobservable mechanisms.

Intervention and support programs should be evaluated on the basis of measurable outcomes that are meaningful from the perspective of the person, the person’s family, and the person’s care and support providers. Meaningful outcomes refer to progress that is manifested as improvement in the way a person lives.

Rainbow people worshipping a globe in an occult fashion

Families represent the most significant resource and the most powerful influence affecting a person’s development and well-being. Therefore, programs focused on the needs of children and adults who live in family contexts should emphasize efforts to enhance family interactions and the well-being of the entire family system. Furthermore, because families are typically the most knowledgeable sources regarding the person and the person’s social and ecological context, the principal factor in determining appropriate intervention and support programs should be informed family choice.

Programs of behavioral intervention and behavioral support should emphasize educational, ecological and antecedent manipulations. It is not justifiable from an ethical or technical perspective to employ aversive procedures. Behavioral interventions and support programs should not include practices that produce pain or tissue damage, or any immobilization other than brief restraint that is necessary in emergency (crisis) situations to protect the person or other people from injury. Furthermore, programs should exclude any procedure that causes a person to be ridiculed, lose dignity, or suffer social humiliation.

Intervention and support programs should be developed on an individualized basis and should be based on assessment data, family input, the individual’s preferences and a careful consideration of short and long term objectives. Intervention and support programs should not be prescribed on the basis of a diagnosis.

Social development is extremely complex, and the capacity to interact in social contexts with competence and comfort is an essential objective for all people. Progress in the development of social behavior for people with autism and related disabilities requires extensive guidance and experience. Therefore, participation in typical social environments with typically-developing peers, and with the individualized assistance and support necessary to achieve successful interactions, should be a feature of comprehensive educational and support programs for people with autism and related disabilities.

Even More Great Resources:

A Parent and Teacher Guide in Section 504: Frequently Asked Questions addresses the differences between section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act. 

http://www.fldoe.org/core/fileparse.php/7690/urlt/0070055-504bro.pdf

OAR: Understanding Asperger Syndrome: A Professor’s Guide provides a video detailing how Asperger Syndrome may affect classroom behavior.

https://youtu.be/divmxBBQ5Zw

The DOIT Center: Autism Spectrum Disorders presents information on ASD and a list of accommodations by class type that may support students.

https://www.washington.edu/doit/autism-spectrum-disorders-asperger-syndrome

Autism Focused Intervention Resources and Modules (AFIRM): online resources and modules for 27 evidence-based practices for children and youth with autism spectrum disorders.

https://afirm.fpg.unc.edu/

National Clearinghouse on Autism Evidence and Practice (NCAEP): A free online tool for practitioners and families.
https://ncaep.fpg.unc.edu/

Indiana Resource Center for Autism: Academic Supports for College Students with an Autism Spectrum Disorder: An Overview 

https://www.iidc.indiana.edu/pages/Academic-Supports-for-College-Students-with-an-Autism-Spectrum-Disorder

NCLD: Self-Advocacy Skills and Self-Determination: Keys to Postsecondary Success – Key Considerations for Higher Education Faculty provides faculty with an overview of how to support students with invisible disabilities

https://www.acenet.edu/Documents/Self-Advocacy-Skills-and-Self-Determination-Higher-Education-Faculty.pdf

George Washington University: HEATH Resource Center at the National Youth Transitions Center for Students with Autism in the College Classroom provides online resources and information for supporting students with ASD.
https://www.heath.gwu.edu/students-autism-college-classroom

Anderson, A. H., Stephenson, J., Carter, M., & Carlon, S. (2018). A Systematic Literature Review of Empirical Research on Postsecondary Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 49(4), 1531–1558.
https://doi.org/10.1007/s10803-018-3840-2

Cox, B. E., Thompson, K., Anderson, A., Mintz, A., Locks, T., Morgan, L., Wolz, A. (2017). College experiences for students with Autism Spectrum Disorder
(ASD): Personal identity, public disclosure, and institutional support. Journal of College Student Development.

http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1460660561

Barnhill, G. P. (2016). Supporting students with Asperger syndrome on college campuses: Current practices. Focus on Autism and Other Developmental Disabilities,31(1), 3–15.
https://doi.org/10.1177/1088357614523121

Brown, K.R. & Coomes, M.D. (2016) A spectrum of support: current and best practices for students with Autism Spectrum Disorder (ASD) at community colleges, Community College Journal of Research and Practice, 40:6, 465-479.
https://doi.org:/10.1080/10668926.2015.1067171

Highlen, D. (2017) Helping Students with Autism Spectrum Disorder at the Community College: What Does the Research Say? What Can You Do?, Community College Journal of Research and Practice, 41:7, 447-454, 

https://doi.org/10.1080/10668926.2016.1199334

Jackson, S. L. J., Hart, L., Brown, J. T., & Volkmar, F. R. (2017). Brief Report: Self-Reported Academic, Social, and Mental Health Experiences of Post-Secondary Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 48(3), 643–650.
https://doi.org/10.1007/s10803-017-3315-x

Bailey, T., Jaggars, S.S., Jenkins, D. (2015). Implementing guided pathways at Miami Dade College: A case study.
https://eric.ed.gov/?id=ED562050

Eilenberg, J. S., Paff, M., Harrison, A. J., & Long, K. A. (2019). Disparities based on race, ethnicity, and socioeconomic status over the transition to adulthood among adolescents and young adults on the autism spectrum: a systematic review. Current Psychiatry Reports, 21(5).

https://doi.org/10.1007/s11920-019-1016-1

Sáenz, V. B., García-Louis, C., Mercédez, C. D. L., & Rodriguez, S. L. (2018). Mujeres supporting: How female family members influence the educational success of Latino males in postsecondary education. Journal of Hispanic Higher Education, 19(2), 169–194. 

https://doi.org/10.1177/1538192718787291

FCIHE Webinar: Students with Intellectual Disabilities in a College Course? Sure! But How Do We Do It?
https://fcihe.com/event/fcihe-webinar-students-with-intellectual-disabilities-in-a-college-course-sure-but-how-do-we-do-it/

Florida Consortium for Inclusive Higher Education Advising /Person-Centered Planning Page provides helpful links and resources for professionals working with students with disabilities, including a link to the Students Transitioning to Adult Roles (STAR) Online Module. 

https://fcihe.com/resources/programdevelopment/advising-planning/

Florida Center for Students with Unique Abilities
provides a wide array of resources that support the development of inclusive postsecondary education for students with intellectual disabilities, including a team planning tool and institutes, webinars, institutes, and student and family and transition planning resources.
http://www.fcsua.org

Temple Collaborative on Community Inclusion’s Practical Guide for People with Disabilities Who Want to Go to College

http://www.tucollaborative.org/sdm_downloads/going-to-college-with-a-disability/

California State University Accessible Technology Initiative (ATI) “From Where I Sit” Video Series provides insight for faculty and disability support staff into the lives experienced by a variety of students with disabilities.

http://teachingcommons.cdl.edu/access/resources/GloriaA_Story.shtml

HEAD: White Paper on Students with Intellectual Disabilities and Campus Disability Services presents practice recommendations for accommodating students with intellectual disabilities. 

https://www.ahead.org/professional-resources/white-papers-guiding-documents

Florida Consortium for Inclusive Higher Education Inclusive Postsecondary Education Webinar Series
https://fcihe.com/upcoming-events-training/

Johnson, David R. (2014). A Proposed Model for Engaging and Retaining Student with Intellectual and Developmental Disabilities/Autism in Minnesota’s State Colleges and Universities, Institute on Community Integration, University of Minnesota.
https://thinkcollege.net/resource/advocacy-outreach/a-proposed-model-for-engaging-and-retaining-student-with-intellectual-and

Mykerezi, E., Markelova, H., McCullough, G. (published date unknown). Longer Runway: Economic Analysis of the Post-Secondary Education and Training Options for Youth with Developmental Delays. University of Minnesota.
https://thinkcollege.net/resource/advocacy-outreach/longer-runway-economic-analysis-of-the-postsecondary-education-and

Institute of Education and Sciences (What Works Clearinghouse): Strategies for Postsecondary Students in Developmental Education–A Practice Guide for College and University Administrators, Advisors, and Faculty website and downloadable resources provide guidance on making postsecondary education accessible to individuals with intellectual and developmental disabilities.
https://ies.ed.gov/ncee/wwc/PracticeGuide/23#

University of North Florida Disability Resource Center: Faculty and Staff Learning Modules page presents information on students needing disability accommodations and supportive strategies by disability.

https://www.unf.edu/sas/Faculty_and_Staff_Learning_Modules.aspx

The DOIT Center: Equal Access: Student Services video presents information on how to apply universal design principles to make postsecondary student services accessible to all students.

https://youtu.be/NKVogLEB2_Y

National Center on Universal Design for Learning. Presents a repository of information on strategies to make college coursework accessible to all. Portal to the DOIT Center
Processes and Principles for Universal Design:
https://www.washington.edu/doit/universal-design-postsecondary-education-process-principles-and-applications
Applications of Universal Design
https://www.washington.edu/doit/resources/popular-resource-collections/applications-universal-design

Florida Consortium on Inclusive Higher (FCIHE) UDL Online Module presents information on strategies to make college coursework accessible.

https://fcihe.com/resources/fcihe-online-learning-modules/universal-design-learning

The DO IT Center: Distance Learning Course: Academic Accommodations for Students with Disabilities presents online modules for faculty members, teaching assistants and/or administrators on how to employ universal design and accommodation strategies. 

https://www.washington.edu/doit/distance-learning-course-academic-accommodations-students-disabilities

Center for Applied Special Technology (CAST) is a nonprofit education research and development organization that works to expand learning opportunities for all individuals through Universal Design for Learning. 

www.cast.org

AHEAD: White Paper on Supporting Accommodation Requests: Guidance on Documentation Practices

https://www.ahead.org/professional-resources/white-papers-guiding-documents

Burgstahler, S., & Russo-Gleicher, R.J. (2015). Applying Universal Design to Address the Needs of Postsecondary Students on the Autism Spectrum. Journal of Postsecondary Education & Disability, 28(2), 199.
https://eric.ed.gov/?id=EJ1074670

Sarrett, J. C. (2017). Autism and Accommodations in Higher Education: Insights from the Autism Community. Journal of Autism and Developmental Disorders, 48(3), 679–693.
https://doi.org/10.1007/s10803-017-3353-4

College Autism Peer Support (CAPS) describes a successful peer mentoring program at Towson College 

https://www.towson.edu/iwb/centers/hussman/programs/documents/caps-information.pdf

Lindsay, S., Hartman, L. R. & Fellin, M. (2016) A systematic review of mentorship programs to facilitate transition to post-secondary education and employment for youth and young adults with disabilities, Disability and Rehabilitation.
    *DNE:    https://www-tandfonline-com.ezproxy.net.ucf.edu/doi/full/10.3109/09638288.2015.1092174

University of Massachusetts Medical School: Transitions ACR: Tools for School: Accommodations for College Students with Mental Health Challenges provides information and guidance for students with mental health challenges. 

https://www.umassmed.edu/TransitionsACR/publication/tip-sheets–issue-briefs/education/

Also in Spanish

Section 504 of the Americans with Disabilities Act, Subpart E – Postsecondary Education provides the full text of ADA components of section 504 related to post-secondary education.

https://www2.ed.gov/policy/rights/reg/ocr/edlite-34cfr104.html#E 

https://info.fldoe.org/docushare/dsweb/Get/Document-8966/dps-2020-95a.pdf

Alverson, C. Y., Lindstrom,, L. E., & Hirano, K. A. (2019). High school to college: Transition experiences of young adults with autism. Focus on Autism and Other Developmental Disabilities, 34(1), 52-64. https://doi.org/10.1177/1088357615611880

 

Bell, S., Devecchi, C., Mc Guckin, C., & Shevlin, M. (2017). Making the transition to post-secondary education: opportunities and challenges experienced by students with ASD in the Republic of Ireland. European Journal of Special Needs Education, 32(1), 54-70. https://doi.org/10.1080/08856257.2016.1254972

 

Hotez, E., Shane-Simpson, C., Obeid, R., DeNigris, D., Siller, M., Costikas, C., … Gillespie-Lynch, K. (2018). Designing a summer transition program for incoming and current college students on the Autism Spectrum: A participatory approach. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00046

 

Lambe, S., Russell, A., Butler, C., Fletcher, S., Ashwin, C., Brosnan, M. (2018). Autism and the transition to university from a student perspective. Autism. https://doi.org/10.1177/1362361318803935

 

Lei, J., Ashwin, C., Brosnan, M., & Russell, A. (2019a). Developing an Online Tool to Measure Social Network Structure and Perceived Social Support Amongst Autistic Students in Higher Education: A Feasibility Study. Journal of Autism and Deveopmental Disorders. https://doi.org/10.1007/s10803-019-04070-5

 

Lei, J., Brosnan, M., Ashwin, C., & Russell, A. (2020). Evaluating the role of autistic traits, social anxiety, and social network changes during transition to first year of university in typically developing students and students on the Autism Spectrum. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-020-04391-w

 

Lei, J., Ashwin, C., Brosnan, M., & Russell, A. (2019b). Differences in anxieties and social networks in a group-matched sample of autistic and typically developing students transitioning to university. Autism, 1362361319894830. https://doi.org/10.1177/1362361319894830

 

Lei, J., Brosnan, M., Ashwin, C., & Russell, A. (2019). Evaluation of a Transition to University Program for Students with Autism Spectrum Disorder. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 1–8), Springer New York https://doi.org/10.1007/978-1-4614-6435-8_102485-1

 

Lei, J., Calley, S., Brosnan, M., Ashwin, C., & Russell, A. (2018). Evaluation o fa transition to university programme for students with Autism Spectrum Disorder. Journal of Autism ad Developmental Disorders, 1-15.

 

Mitchell, W., & Beresford, B. (2014). Young people with high-functioning autism and Asperger’s Syndrome planning for and anticipating the move to college: What supports a positive transition? British Journal of Special Education, 41(2), 151–171. https://doi.org/10.1111/1467-8578.12064

 

Nachman, B. R. (2020). Enhancing transition programming for college students with autism: A systematic literature review. Journal of Postsecondary Education and Disability, 33(1), 81-95.

 

Nuske, A., Rillotta, F., Bellon, M., & Richdale, A (2019). Transition to higher education for students with autism: A systemic literature review. Journal of Diversity in Higher Education, No. https://doi.org/10.1037/dhe0000108

 

Peña, E. V., & Kocur, J. (2013). Parents’ experiences in the transition of students with autism spectrum disorders to community college. Journal of Applied Research in the Community College, 20(2). 25-32

 

Sturm, A., & Kasari, C. (2019). Academic and psychosocial characteristics of incoming college freshmen with autism spectrum disorder: The role of comorbidity and gender. Autism Research, 12(6), 931-940. https://doi.org/10.1002/aur.2099

 

Wei, X., Wagner, M., Hudson, L., Yu, J. W., & Javitz, H. (2016). The effect of transition planning participation and goal-setting on college enrollment among youth with Autism Spectrum Disorders. Remedial and Special Education, 37(1), 3-14. https://doi.org/10.1177/0741932515581495

 

 

Accardo, A. L., Bean, K., Cook, B., Gillies, A., Edgington, R., Kuder, S. J., & Bomgardner, E. M. (2019). College Acccess, Success and Equity for Students on the Autism Spectrum. Journal of Autism and Developmental Disorders, 49(12), 4877-4890. https://doi.org/10.1007/s10803-019-04205-8

 

Ames, M. E., McMorris, C. A., Alli, L. N., & Bebko, J. M. (2016). Overview and evaluation of a mentorship program for university students with ASD. Focus on Autism and other Developmental Disabilities, 31(1), 27-36.

 

Anderson, A. H., Stephenson, J., Carter, M., & Carlon, S. (2019). A Systematic Literature Review of Empirical Research on Postsecondary Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 49(4), 1531-1558. https://doi.org/10.1007/s10803-018-3840-2

 

Anderson A.H., Carter, M., Stephenson, J. (2018). Perspectives of university students with Autism Spectrum Disorder. Journal of Autism and Developental Disorders, 48(3), 651-665. https://doi.org/10/1007/s10803-017-3257-3

 

 

Even More Resources:

American Council on Education: College on the Autism Spectrum features an article from Higher Education Today focused on preparing students for post-secondary education and supporting those already enrolled. 

https://www.higheredtoday.org/2018/05/09/college-autism-spectrum/

 

Autism Focused Intervention Resources and Modules (AFIRM): online resources and modules for 27 evidence-based practices for children and youth with autism spectrum disorders.  

https://afirm.fpg.unc.edu/

 

Autism Speaks Postsecondary Educational Opportunities Guide provides insights into steps to pursue post-secondary education and how to choose programs that support students with ASD.  
https://www.autismspeaks.org/tool-kit/postsecondary-educational-opportunities-guide 

 

College Autism Network provides resources and research summaries on post-secondary programing for students with ASD.  

https://collegeautismnetwork.org/ 

 

Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA) provides information and resources to the community, individuals with autism and their families in the area of adolescence, autism, and high school.

https://csesa.fpg.unc.edu/

 

Division on Career Development and Transition (DCDT) A division of the Council for Exceptional Children (CEC). Promotes national/international efforts to improve career/vocational and transition services for individuals with disabilities. 

https://ccrs.osepideasthatwork.org/resources/cec-division-career-development-and-transition-dcdt 

 

The DOIT Center: Autism Spectrum Disorders presents information on ASD and a list of accommodations by class type that may support students.  

https://www.washington.edu/doit/programs/center-universal-design-education/overview

 

The DOIT Center: Invisible Disabilities and Postsecondary Education webinar presents how student self-determination impacts effective accommodations for students who are ASD or have other invisible disabilities can result in successful outcomes.    

https://youtu.be/skNAVgPb1Lo 

 

Expanding the Dialogue on Autism: Education provides a discussion individualization and systems change to fully support individuals with ASD in post-secondary education.  

https://thinkcollege.net/resource/inclusive-academics/expanding-the-dialogue-on-autism-education   

 

George Washington University: HEATH Resource Center at the National Youth Transitions Center for Students with Autism in the College Classroom provides online resources and information for supporting students with ASD.  

https://www.heath.gwu.edu/wtcs-autism-spectrum-disorders-asd-guide 

 

Indiana Resource Center for Autism:  Academic Supports for College Students with an Autism Spectrum Disorder:  An Overview of ASD and recommendations for support.  

https://www.iidc.indiana.edu/irca/articles/academic-supports-for-college-students-with-an-autism-spectrum-disorder.html

 

Informing and Equipping Parents of People with Intellectual and Developmental Disabilities. Offers recommendations for parents and other stakeholders to help assist their child. 

https://meridian.allenpress.com/idd/article-abstract/55/5/347/6290/Informing-and-Equipping-Parents-of-People-With?redirectedFrom=fulltext 

 

IRIS Center is a national center dedicated to improving education outcomes for all children, especially those with disabilities (birth through age twenty-one) through the use of effective evidence-based practices and interventions. There are excellent professional development modules featured, including one on best-practice transition IEP development.

https://iris.peabody.vanderbilt.edu/ 

 

National Clearinghouse on Autism Evidence and Practice (NCAEP): A free online tool for practitioners and families.  

https://ncaep.fpg.unc.edu/ 

 

NCLD: Self-Advocacy Skills and Self-Determination: Keys to Postsecondary Success – Key Considerations for Higher Education Faculty provides faculty with an overview of how to support students with invisible disabilities  

https://www.acenet.edu/Documents/Self-Advocacy-Skills-and-Self-Determination-Higher-Education-Faculty.pdf 

 

OAR: Understanding Asperger Syndrome: A Professor’s Guide provides a video detailing how Asperger Syndrome may affect classroom behavior. 

https://youtu.be/divmxBBQ5Zw

Scholarly Articles:

Anderson, A. H., Stephenson, J., Carter, M., & Carlon, S. (2018). A Systematic Literature Review of Empirical Research on Postsecondary Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 49(4), 1531–1558.   

https://doi.org/10.1007/s10803-018-3840-2 

 

Cox, B. E., Thompson, K., Anderson, A., Mintz, A., Locks, T., Morgan, L., Wolz, A. (2017). College experiences for students with Autism Spectrum Disorder (ASD): Personal identity, public disclosure, and institutional support. Journal of College Student Development. 

https://diginole.lib.fsu.edu/islandora/object/fsu%3A291205 

 

Barnhill, G. P. (2016). Supporting students with Asperger syndrome on college campuses: Current practices. Focus on Autism and Other Developmental Disabilities,31(1), 3–15.  

https://doi.org/10.1177/1088357614523121 

 

Brown, K.R. & Coomes, M.D. (2016) A spectrum of support: current and best practices for students with Autism Spectrum Disorder (ASD) at community colleges, Community College Journal of Research and Practice, 40:6, 465-479.  

https://doi.org:/10.1080/10668926.2015.1067171 

 

Dallas, B. K., Ramisch, J. L., & McGowan, B. (2015). Students with Autism Spectrum Disorder and the Role of Family in Postsecondary Settings: A Systematic Review of the Literature. Journal of Postsecondary Education & Disability, 28(2), 135. 

https://eric.ed.gov/?q=Dallas%2c+B.+K.%2c+Ramisch%2c+J.+L.%2c+%26+McGowan%2c+B.+&id=EJ1074657

 

Dijkhuis, R., de Sonneville, L., Ziermans, T., Staal, W., & Swaab, H. (2020). Autism symptoms, executive functioning and academic progress in higher education students. Journal of Autism & Developmental Disorders, 50(4), 1353–1363. 

https://doi.org/10.1007/s10803-019-04267-8 

 

Highlen, D. (2017) Helping Students with Autism Spectrum Disorder at the Community College: What Does the Research Say? What Can You Do?, Community College Journal of Research and Practice, 41:7, 447-454

https://doi.org/10.1080/10668926.2016.1199334 

 

Jackson, S. L. J., Hart, L., Brown, J. T., & Volkmar, F. R. (2017). Brief Report: Self-Reported Academic, Social, and Mental Health Experiences of Post-Secondary Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 48(3), 643–650.  

https://doi.org/10.1007/s10803-017-3315-x 

 

Kirby, A. V. (2016).  Parent Expectations Mediate Outcomes for Young Adults with Autism Spectrum Disorder.  Journal of Autism Developmental Disorders, 46. 1643-1655.

https://doi.org/10.1007/s10803-015-2691-3

 

Lizotte, M. (2018). I am a College Graduate: Postsecondary Experiences as Described by Adults with Autism Spectrum Disorders. International Journal of Education and Practice, 6(4), 179–191. 

https://doi.org/10.18488/journal.61.2018.64.179.191 

 

White, S. W., Elias, R., Capriola-Hall, N. N., Smith, I. C., Conner, C. M., Asselin, S. B., Mazefsky, C. A. (2017). Development of a College Transition and Support Program for Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 47(10), 3072–3078. 

https://doi.org/10.1007/s10803-017-3236-8 

 

Widman, C.J., Lopez-Reyna, N. Supports for Postsecondary Students with Autism Spectrum Disorder: A Systematic Review. (2020) Journal of Autism and Developmental Disorders.  

https://doi.org/10.1007/s10803-020-04409-3 

IM Diversity: Dialog on Career Counseling and Latino/a Student Needs presents information about how to engage Latino students in post-secondary education settings.  https://imdiversity.com/channels/entry-level-jobs/dialog-on-career-counseling-and-latinoa-student-needs/ 

 

NTACT Cultural Diversity and Secondary Transition Annotated Bibliography provides summaries of a series of studies on culturally sensitive transition processes. https://transitionta.org/system/files/bibliographies/AB_CLDYouth_6_2017.pdf 

 

Scholarly Articles:

Bailey, T., Jaggars, S.S., Jenkins, D. (2015). Implementing guided pathways at Miami Dade College: A case study.  

https://eric.ed.gov/?id=ED562050  

Crisp, G & Nori, A. (2010) Hispanic student success: Factors influencing the persistence and transfer decisions of Latino community college students enrolled in developmental education.  Research in Higher Education 

https://www.middlesex.mass.edu/RLOs/754/HispanicStudentSuccess.pdf 

Eilenberg, J. S., Paff, M., Harrison, A. J., & Long, K. A. (2019). Disparities based on race, ethnicity, and socioeconomic status over the transition to adulthood among adolescents and young adults on the autism spectrum: a systematic review. Current Psychiatry Reports, 21(5). https://doi.org/10.1007/s11920-019-1016-1

Sáenz, V. B., García-Louis, C., Mercédez, C. D. L., & Rodriguez, S. L. (2018). Mujeres supporting: How female family members influence the educational success of Latino males in postsecondary education. Journal of Hispanic Higher Education, 19(2), 169–194.  

https://doi.org/10.1177/1538192718787291  

Find Something New provides additional tools and resources to support individuals as they progress through college and into the workforce. This site can be used to find your career path or to better plan for college and financial aid.

https://findsomethingnew.org/resources/

 

Florida Department of Education’s Approved Middle School Courses for Career and Education Planning provides a listing of courses that fulfill the requirements for a career planning course before ninth grade.

http://www.fldoe.org/core/fileparse.php/7531/urlt/approved-courses.pdf 

 

Florida Department of Education’s Career Cluster Infographic Fact Sheets are designed to give students information on career paths, education needed and CTE courses to explore a variety of high-demand fields.

http://www.fldoe.org/core/fileparse.php/5652/urlt/CareerClusterInfographics.pdf

 

Florida Department of Education’s College and Career Planning Educator’s Toolkit provides an overview of the middle grades career planning course requirements and planning tools for secondary education.

http://www.fldoe.org/academics/college-career-planning/educators-toolkit

 

Florida Department of Education High School Course Planning Sheet is a chart that can be used as a visual support for planning high school coursework.

http://www.fldoe.org/core/fileparse.php/7531/urlt/HighSchoolCoursePlan.pdf

 

Florida Ready to Work provides training and free courses to help individuals become more employable. This coursework can provide the skills needed to enhance communication, reasoning, and problem-solving.

https://www.floridareadytowork.com/jobseekers

 

FutureQuest Island is an interactive program to explore career options.                                               

https://www.futurequestisland.org/#screen-login

 

Mi Proximo Paso/My Next Move provides online opportunities for career and post-secondary education exploration and planning.

https://www.mynextmove.org/ or https://www.miproximopaso.org/

 

O*net Online provides comprehensive occupational descriptions and data and a compendium of employment and career exploration linked to the national employment index.

https://www.onetonline.org/

 

Project 10 Transition Education Network’s Middle School Transition Trail Map provides a step by step plan for planning for secondary postsecondary, and career outcomes.

http://project10.info/Documents/Middle_School_Transition_Trail_Map_-_Final_7.28.2020.pdf

 

Project 10 Transition Education Network’s Benchmarks for Middle School Transition Planning highlights the evidence-based indicators of postsecondary success

http://project10.info/Documents/Benchmarks_for_MS_Transition_Planning_Final_7.27.20_docx_1_1.pdf

 

Project 10 Transition Education Network’s Career and Technical Education: Enhancing Educational Experiences in Middle School, High School and Postsecondary Education Provides guidance on steps to pursue CTE options as early as middle school. http://project10.info/Documents/CTE_SSTIC_Product_with_CTE_Option_4.17.2020.pdf 

 

Topical Brief: http://project10.info/Documents/January_2019_Topical_Brief_Career_and_Techni.pdf 

 

Project 10 Transition Education Network’s Collaboration for a Smooth Secondary Transition Topical brief provides guidance on appropriate transition supports. http://project10.info/Documents/July_2019_Topical_Brief_Collaboration_for_a_Smooth_Secondary_Transition.pdf

 

Think College’s Web-Based/Transition Assessments lists resources for assessing interests, abilities and work values for individuals with intellectual disabilities.

https://thinkcollege.net/sites/default/files/files/resources/State%20and%20National%20Resources%20References%20and%20Websites.pdf

FCIHE Webinar: Independent Living & College Success. This webinar covers topics related to living on your own as a college student.

https://fcihe.com/event/fcihe-independent-living-college-success/

 

FCIHE: Webinar: What’s the difference between high school and college? This webinar explains differences between high school and post-secondary programs.

https://fcihe.com/event/whats-the-difference-between-high-school-college-webinar/

 

Find Something New provides additional tools and resources to support individuals as they progress through college and into the workforce. This site can be used to find your career path or to better plan for college and financial aid.

https://findsomethingnew.org/resources/

 

Finding your Way: A College Guide for Students on the Spectrum provides guidance for students preparing for transition to post-secondary education programs.

https://researchautism.org/findingyourway/

 

Florida Center for Students with Unique Abilities Planning for College Page provides resources and financial aid information on Florida’s postsecondary programs for students with intellectual disabilities.

https://fcsua.org/E_resources.php

 

National Collaborative on Workforce and Disability provides a workbook for youth to consider the benefits of disclosing and practice in how to do so effectively. 

http://www.ncwd-youth.info/wp-content/uploads/2016/10/411_Disability_Disclosure_complete.pdf

 

NTACT: Resources for encouraging student participation in transition IEP meetings provides numerous resources for educators to encourage self-advocacy during IEP meetings. https://transitionta.org/system/files/resourcetrees/Resources%20for%20Involving%20Students%20in%20their%20IEP%20Process_2019.pdf?file=1&type=node&id=1908&force=

 

OAR: A Guide for Transition to Adulthood provides a comprehensive guide for parents and students as they consider secondary to post-secondary options.

https://researchautism.org/resources/a-guide-for-transition-to-adulthood/

 

Project 10 Standing Up for Me provides a self-determination and self-advocacy curriculum.

http://project10.info/files/SUFM_Participant_Materials_final.pdf

 

Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities provides a student guide to rights and responsibilities at the post-secondary level.

https://www2.ed.gov/about/offices/list/ocr/transition.html

 

Think College Family Resources Page

https://thinkcollege.net/

 

Transition Coalition provides a series of training modules on transition support, including a module on cultural diversity.

https://transitioncoalition.org

 

Transition from School to Adulthood for Youth with Autism Spectrum Disorder: What We Know and What We Need to Know provides information regarding transition from high school to college and employment.

https://doi.org/10.1177/1044207313518071

 

Scholarly Articles

Beresford, B., & Mitchell, W. (2014). Young people with high-functioning autism and Asperger’s syndrome planning for and anticipating the move to college: What supports a positive transition? British Journal of Special Education, 41(2), 151-171. doi:10.1111/1467-8578.12064

https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1467-8578.12064

 

Brogdon, B., Cox, B. E., Edelstein, J., Roy, A., (2016).  A Spectrum of Student Success: Identifying Factors Affecting Access, Experiences, and Outcomes for Students on the Autism Spectrum.  College Autism Network, 1-35.

 

Chiang, Hsu-Min, Cheung, Y. K., Hickson, L., Tsai, L. Y., & Xiang, R. (2012). Predictive Factors of Participation in Postsecondary Education for High School Leavers with Autism.  J Autism Dev Disord, 42, 685-696.  doi: 10.1007/s10803-011-1297-7

https://pubmed.ncbi.nlm.nih.gov/21618065/

 

Dallas, B. K., Ramisch, J. L., & McGowan, B. (2015). Students with Autism Spectrum Disorder and the Role of Family in Postsecondary Settings: A Systematic Review of the Literature. Journal of Postsecondary Education and Disability, 28(2), 135-147.

https://eric.ed.gov/?q=Dallas%2c+B.+K.%2c+Ramisch%2c+J.+L.%2c+%26+McGowan%2c+B.+&id=EJ1074657

 

Los, J. E., Nasamran, A., & Witmer, S. E. (2017). Exploring Predictors of Postsecondary Outcomes for Students With Autism Spectrum Disorder. Education and Training in Autism and Developmental Disabilities, 52(4), 343-356. doi:10.1037/e603852013-001

https://eric.ed.gov/?id=EJ1160232

 

Manju, B., Donahue, A.T., Gobbo, K., & Shnulsky, S. (2017) College Students Who Have ASD: Factors Related to First Year Performance. Journal of Postsecondary Education and Disability, 30 (4).  373-382.

https://eric.ed.gov/?id=EJ1172785

 

McDaniel, S. & Hall, L. J. (February, 2018). The promise of extra-curricular club participation for high school students with autism spectrum disorder. Oral presentation at Council for Exceptional Children (CEC) conference, Tampa, FL.

https://csesa.fpg.unc.edu/resources/promise-extra-curricular-club-participation-high-school-students-autism-spectrum-disorder

 

Richardson, J. T. (2016). Academic attainment in students with autism spectrum disorders in distance education. Open Learning: The Journal of Open, Distance and E-Learning, 32(1), 81-91. doi:10.1080/02680513.2016.1272446

https://www.tandfonline.com/doi/abs/10.1080/02680513.2016.1272446?journalCode=copl20

 

Shattuck, P., Silverman, C., & Sosnowy, C. (2018). Parents’ and Young Adults’ Perspectives on Transition Outcomes for Young Adults with Autism. Autism, 22 (1), 29-39. Doi: 10.1177/1362361317699585

https://pubmed.ncbi.nlm.nih.gov/29020791/

Affordability in the Florida College System presents an analysis of the challenges and approaches to making post-secondary education affordable. http://www.fldoe.org/core/fileparse.php/7724/urlt/FCS18-Affordability.pdf

 

FCIHE Webinar: Financial Aid for College

https://fcihe.com/event/how-to-pay-for-college-scholarships-financial-aid-more-webinar/

 

Find Something New provides additional tools and resources to support individuals as they progress through college and into the workforce. This site can be used to find your career path or to better plan for college and financial aid.

https://findsomethingnew.org/resources/

 

Florida Bright Futures Handbook lists Bright Futures scholarships, including

 

Florida Gold Seal CAPE Scholarships for students enrolled in certain career and technical education programs.

https://www.floridastudentfinancialaidsg.org/SAPBFMAIN/SAPBFMAIN

 

Florida Center for Inclusive Higher Education webinar focused on accessing scholarships

https://fcihe.com/event/how-to-pay-for-college-scholarships-financial-aid-more-webinar/

 

Project 10 Financial Planning for Postsecondary Education page:

http://project10.info/DPage.php?ID=198

 

VR Transition Program and Services provides services for both high school and post-secondary students, including support with funding education and securing a career.

http://www.rehabworks.org/stw.shtml

Accommodations and Support Services for Students with Autism Spectrum Disorder (ASD): A National Survey of Disability Resource Providers https://eric.ed.gov/?id=EJ1153551

Nova Southeastern University: Access Plus is a comprehensive program for services, academic, residential and vocational support for NSU students with ASD.  

http://www.nova.edu/humandevelopment/autism/access-plus/support-programs.html  

Santa Fe College: Spectrum of Success helps to integrate students with ASD into the Santa Fe College community.  

https://www.sfcollege.edu/drc/sos/index 

Seminole State College: Full Spectrum Support facilitates successful adjustment and progression of Seminole State students with ASD in all domains of college life. 

https://www.seminolestate.edu/dss/autism-spectrum-disorders 

University of Florida: SOCIAL GATORS is a program for UF students who identify as students with ASD. The program focuses on assisting students with developing skills for social interactions, independent living, career seeking, and academics.  

https://disability.ufl.edu/students/social-gators/  

University of North Florida: THRIVE is an ASD support program that focuses on social skills, independent living skills, and career development skills.  

https://www.unf.edu/drc/THRIVE_Program.aspx 

University of West Florida: ARGOS for Autism provides academic, social, life skills, and career planning support to students with autism.

http://uwf.edu/offices/equal-opportunity-and-accessibility/student-disability-resource-center/beyond-access/argos-for-autism/

Disability Support Services provides information about navigating state colleges for students with disabilities.

http://www.fldoe.org/schools/higher-ed/fl-college-system/academic-student-affairs/disability-support-services.stml

 

FLDOE Technical Assistance Paper: Career and Technical Education Basic Skills Assessment Requirements addresses the basic skills requirements for completion of career and technical education career certification programs of 450 hours or longer.

http://www.fldoe.org/core/fileparse.php/5444/urlt/basic-skill-tap-att1.pdf

 

Florida Counseling for Future Education Handbook provides a listing of Florida State College credentials. https://dlss.flvc.org/documents/210036/217302/Florida+Counseling+for+Future+Education+Handbook.pdf/8e147e5f-857c-490e-be68-f145b084fc12

 

Florida Postsecondary Education Guide provides information on Universities, State Colleges, Career Centers, and Private Programs.

https://www.fddc.org/sites/default/files/DDCouncil_EducationGuide.pdf

 

Florida State Colleges, Florida DOE Division of State Colleges provides information on Florida state colleges.

http://www.fldoe.org/schools/higher-ed/fl-college-system/

A Parent and Teacher Guide in Section 504: Frequently Asked Questions addresses the differences between section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act. 

http://www.fldoe.org/core/fileparse.php/7690/urlt/0070055-504bro.pdf

 

College and Career Readiness and Success Center: How ESSA and IDEA Can Support College and Career Readiness for Students with Disabilities provides guidance on how these federal laws support the successful transition to post-secondary education and career development.

https://ccrscenter.org/products-resources/how-essa-and-idea-can-support-college-and-career-readiness-students-disabilities

 

PACER: The ADA, Section 504 & Postsecondary Education explains the difference between the ADA and Section 504 and how they affect postsecondary education.

https://www.pacer.org/transition/resource-library/publications/NPC-42.pdf

 

Section 504 of the Americans with Disabilities Act, Subpart E – Postsecondary Education provides the full text of ADA components of section 504 related to post-secondary education.

https://www2.ed.gov/policy/rights/reg/ocr/edlite-34cfr104.html#E

Find Something New provides additional tools and resources to support individuals as they progress through college and into the workforce. This site can be used to find your career path or to better plan for college and financial aid.

https://findsomethingnew.org/resources/

 

Florida Abilities Work includes resources for job-seekers with disabilities and employers, and lists agencies that support employment, including CareerSource Florida and Career Source Centers.

www.abilitieswork.employflorida.com

 

Florida Department of Education’s Career Cluster Infographic Fact Sheets are designed to give students information on career paths, education needed and CTE courses to explore a variety of high-demand fields.

http://www.fldoe.org/core/fileparse.php/5652/urlt/CareerClusterInfographics.pdf

 

Florida Ready to Work provides training and free courses to help individuals become more employable. This coursework can provide the skills needed to enhance communication, reasoning, and problem-solving.

https://www.floridareadytowork.com/jobseekers

 

Mi Proximo Paso/My Next Move provides online opportunities for career and post-secondary education exploration and planning.

https://www.mynextmove.org/ or https://www.miproximopaso.org/

 

O*net Online provides comprehensive occupational descriptions and data and a compendium of employment and career exploration linked to the national employment index.

https://www.onetonline.org/

 

Project 10 Transition Education Network’s Career and Technical Education: Enhancing Educational Experiences in Middle School, High School and Postsecondary Education Provides guidance on steps to pursue CTE options as early as middle school.

http://project10.info/Documents/CTE_SSTIC_Product_with_CTE_Option_4.17.2020.pdf 

 

Topical Brief: http://project10.info/Documents/January_2019_Topical_Brief_Career_and_Techni.pdf 

 

Vocational Rehabilitation (Florida Department of Education’s Division of Vocational Rehabilitation) provides support to individuals with disabilities whose employment is impacted by their disability.

www.rehabworks.org

 

VR Customer Services provides an overview of VR services.

http://www.rehabworks.org/customers.shtml

 

Scholarly Articles

Briel, L. W., & Evans Getzel, E. (2014). In their own words: The career planning experiences of college students with ASD. Journal of Vocational Rehabilitation, 40, 195-202. doi:10.3233/JVR-140684 

http://centerontransition.org/documents/publications/career_planning.pdf

 

Domin, D., & Sulewski, J. (2019). VR’s Role in the Seamless Transition from Higher Education to Employment. VR and Youth Rehabilitation Research and Training Center Practice Brief. 

https://thinkcollege.net/sites/default/files/files/resources/VRs%20Role%20Seamless%20Transition_Practice%20BRief.pdf 

 

Kurtz, A and Jordan, M. (2008) Supporting Individuals with Autism Spectrum Disorders: Quality Employment Practices, Institute for Community Inclusion, University of Massachusetts Boston.

https://www.communityinclusion.org/article.php?article_id=266

AHEAD: White Paper on Students with Intellectual Disabilities and Campus Disability Services presents practice recommendations for accommodating students with intellectual disabilities. 

https://www.ahead.org/professional-resources/white-papers-guiding-documents

 

California State University Accessible Technology Initiative (ATI) “From Where I Sit” Video Series provides insight for faculty and disability support staff into the lives experienced by a variety of students with disabilities. 

https://teachingcommons.cdl.edu/access/sequestered_files/materials/fwis.shtml

 

Florida Center for Students with Unique Abilities  

provides a wide array of resources that support the development of inclusive postsecondary education for students with intellectual disabilities, including a team planning tool and institutes, webinars, institutes, and student and family and transition planning resources.  

http://www.fcsua.org 

 

Florida Consortium for Inclusive Higher Education Advising /Person-Centered Planning Page provides helpful links and resources for professionals working with students with disabilities, including a link to the Students Transitioning to Adult Roles (STAR) Online Module. https://fcihe.com/resources/programdevelopment/advising-planning/

 

Florida Consortium for Inclusive Higher Education Inclusive Postsecondary Education Webinar Series 

https://fcihe.com/upcoming-events-training/

 

FCIHE Webinar: Students with Intellectual Disabilities in a College Course? Sure! But How Do We Do It?  

https://fcihe.com/event/fcihe-webinar-students-with-intellectual-disabilities-in-a-college-course-sure-but-how-do-we-do-it/  

 

Temple Collaborative on Community Inclusion’s Practical Guide for People with Disabilities Who Want to Go to College 

http://www.tucollaborative.org/sdm_downloads/going-to-college-with-a-disability/  

 

Scholarly Articles

Brown, K. R., & Coomes, M. D, (2015).  A Spectrum of Support: Current and Best Practices for Students with Autism Spectrum Disorder (ASD) at Community Colleges.  Community College Journal of Research and Practice, 40 (6), 465-479.  

https://www.tandfonline.com/doi/full/10.1080/10668926.2015.1067171 

 

Johnson, David R. (2014). A Proposed Model for Engaging and Retaining Student with Intellectual and Developmental Disabilities/Autism in Minnesota’s State Colleges and Universities, Institute on Community Integration, University of Minnesota. 

https://thinkcollege.net/resource/advocacy-outreach/a-proposed-model-for-engaging-and-retaining-student-with-intellectual-and

 

Mykerezi, E., Markelova, H., McCullough, G. (published date unknown). Longer Runway: Economic Analysis of the Post-Secondary Education and Training Options for Youth with Developmental Delays. University of Minnesota.  

https://thinkcollege.net/resource/advocacy-outreach/longer-runway-economic-analysis-of-the-postsecondary-education-and

College Autism Peer Support (CAPS) describes a successful peer mentoring program at Towson College 

https://www.towson.edu/iwb/centers/hussman/programs/documents/caps-information.pdf 

 

Scholarly Articles:

Girdler, S., Mazzucchelli, T. G., Rooney, R., & Siew, C. T. (2017).  A Specialist Peer Mentoring Program for University Students on the Autism Spectrum: A Pilot Study. PLOS 12 (7). 

https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0180854

 

Lindsay, S., Hartman, L. R.  & Fellin, M. (2016) A systematic review of mentorship programs to facilitate transition to post-secondary education and employment for youth and young adults with disabilities, Disability and Rehabilitation. 

https://pubmed.ncbi.nlm.nih.gov/26497325/

CBTV: Outside the Box Accommodations in College part 1

https://www.youtube.com/watch?v=0VivSnSNXXE

 

NAMI College Guide discusses mental health challenges for post-secondary education students and support and strategies in response. 

https://www.nami.org/collegeguide  

 

NCWD/Youth: Helping Youth with Mental Health Needs Avoid Transition Cliffs discusses challenges faced by young adults with mental health needs and describes strategies used by professionals to avoid age-related transition cliffs and prevent service interruptions.

http://www.ncwd-youth.info/wp-content/uploads/2016/11/infobrief_issue24.pdf

 

University of Massachusetts Medical School: Transitions ACR – Executive Functioning Skills: The Real Reasons Why Students with Mental Health Conditions May Struggle Academically links to other resources that address mental health in postsecondary education. 

https://www.umassmed.edu/TransitionsACR/publication/presentations/education/

 

University of Massachusetts Medical School: Transitions ACR – Outside the Box Accommodations provides information on accommodations to address the social/emotional needs of students dealing with mental health challenges (in English and Spanish).

https://escholarship.umassmed.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1110&context=pib

 

University of Massachusetts Medical School: Transitions ACR: Tools for School: Accommodations for College Students with Mental Health Challenges provides information and guidance for students with mental health challenges. 

https://www.umassmed.edu/TransitionsACR/publication/tip-sheets–issue-briefs/education/

 

Scholarly Articles: 

Anderson, A., Cox, B. E., Edelstein, J., & Wolz A. (2019) Identifying and Addressing the Concerns of College Students with Autism. College Students with Autism. College Student Affairs Journal, 37, 14-27. 

https://muse.jhu.edu/article/722356

 

Hu, Q., & Chandrasekhar, T. (2020). Meeting the mental health needs of college students with ASD: A survey of university and college counseling center directors. Journal of Autism and Developmental Disorders. 

https://doi.org/10.1007/s10803-020-04530-3 

Agency for Persons with Disabilities (APD): Employment Enhancement Project provides resources to assist persons who are on the iBudget waiting list with securing employment.

http://apd.myflorida.com/customers/supported-employment/

 

Arc of Florida provides resources and supports for individuals with intellectual disabilities

https://www.arcflorida.org

 

Disability Rights Florida provides advocacy and legal protection services for individuals with disabilities in Florida. See topical papers. http://www.disabilityrightsflorida.org/resources/disability_topics

 

Employment First Florida supports competitive integrated employment for persons with disabilities.

http://www.employmentfirstfl.org/

 

Family Café provides an annual conference and resources for families of individuals with disabilities.

https://familycafe.net

 

Florida Alliance for Assistive Services and Technology (FAAST) provides assistive technology equipment loans, evaluations, and other resources.

http://faast.org/

 

Florida Centers for Autism and Related Disabilities (CARD) Seven regional centers provide support and assistance for persons with these disabilities, as well as training and technical assistance to post-secondary education programs and their faculty and staff.

http://florida-card.org/

 

Florida Center for Students with Unique Abilities provides a wide array of resources that support the development of inclusive postsecondary education for students with intellectual disabilities, including a team planning tool and institutes, webinars, institutes, and student and family and transition planning resources.

http://www.fcsua.org

 

Florida Consortium for Inclusive Higher Education provides resources on a range of topics, including program development, independent living, career and employment, and more.

https://fcihe.com/

 

Florida Department of Education Bureau of Exceptional Education and Student Services (BEESS) oversees exceptional student education for students with disabilities, including autism, in Florida.

http://fldoe.org/academics/exceptional-student-edu

 

Florida Department of Education Division of Career and Adult Education oversees career and technical education and adult education for the state of Florida.

http://fldoe.org/academics/career-adult-edu/

 

Florida Developmental Disabilities Council, Inc. provides resources on a variety of topics relevant to families and individuals with intellectual and developmental disabilities. Many items are available in English and Spanish.   

https://www.fddc.org/

 

Florida Diagnostic and Learning Resources System (FDLRS) provides instructional support for technology, professional development training, and other resources to support district exceptional education programs and families of students with disabilities. 

http://www.fdlrs.org

 

Project 10 Transition Education Network provides a wealth of information for Florida professionals, students with disabilities, and their families on planning for transition to adulthood.

http://project10.info/

 

Vocational Rehabilitation (Florida Department of Education’s Division of Vocational Rehabilitation) provides support to individuals with disabilities whose employment is impacted by their disability.

http://www.rehabworks.org/

 

VR Customer Services provides an overview of VR services.

http://www.rehabworks.org/customers.shtml

 

Vocational Rehabilitation: Ticket to Work Program describes a work incentive program for persons who are receiving Social Security benefits based on their disability.

www.rehabworks.org/ticket.shtml

 

Vocational Rehabilitation Transition Program and Services provides services for both high school and post-secondary students, including support with funding education and securing a career.

http://rehabworks.org/docs/flyers/TransitionYouth.pdf

 

National Resources

 

Autism Speaks provides resources for individual and family support.

https://www.autismspeaks.org/

 

Division on Career Development and Transition (DCDT) A division of the Council for Exceptional Children (CEC). Promotes national/international efforts to improve career/vocational and transition services for individuals with disabilities.

https://community.cec.sped.org/dcdt/home

 

Family Network on Disabilities provides resources and training programs for persons with disabilities and families. 

https://fndusa.org/

 

Organization for Autism Research (OAR) provides resources for people with ASD, their families, and support professionals to promote evidence-based practice.

https://researchautism.org/

 

Think College provides resources and training to support individuals with intellectual disabilities to attend post-secondary education programs, including resources for families. This site can be searched for extensive resources available in the Resource Library.

https://thinkcollege.net/

 

Scholarly Articles

Metty, W. (2019) Transition Contacts Meeting Part 1. FL: Florida Department of Education.

http://project10.info/Documents/Transition_Contacts_Meeting_FINAL.pdf

Accommodations and Support Services for Students with Autism Spectrum Disorder (ASD): A National Survey of Disability Resource Providers

https://eric.ed.gov/?id=EJ1153551

 

Center for Applied Special Technology (CAST) is a nonprofit education research and development organization that works to expand learning opportunities for all individuals through Universal Design for Learning. 

https://www.cast.org/

 

Columbia Regional Program provides expanded core curriculum designed to help educational staff to provide self-discovery, structured learning activities, and a cumulative understanding of the many facets of self-determination for youth and young adults with ASD.

https://www.crporegon.org/Page/282

 

The DO IT Center: Distance Learning Course: Academic Accommodations for Students with Disabilities presents online modules for faculty members, teaching assistants and/or administrators on how to employ universal design and accommodation strategies. 

https://www.washington.edu/doit/distance-learning-course-academic-accommodations-students-disabilities  

 

The DOIT Center: Equal Access: Student Services video presents information on how to apply universal design principles to make postsecondary student services accessible to all students.

https://youtu.be/NKVogLEB2_Y

 

Florida Consortium on Inclusive Higher (FCIHE) UDL Online Module presents information on strategies to make college coursework accessible.

https://fcihe.com/resources/fcihe-online-learning-modules/universal-design-learning

 

Institute of Education and Sciences (What Works Clearinghouse): Strategies for Postsecondary Students in Developmental Education–A Practice Guide for College and University Administrators, Advisors, and Faculty website and downloadable resources provide guidance on making postsecondary education accessible to individuals with intellectual and developmental disabilities.  

https://ies.ed.gov/ncee/wwc/PracticeGuide/23# 

 

National Center on Universal Design for Learning. Presents a repository of information on strategies to make college coursework accessible to all. Portal to the DOIT Center

 

Processes and Principles for Universal Design:

https://www.washington.edu/doit/universal-design-postsecondary-education-process-principles-and-applications

 

Applications of Universal Design

https://www.washington.edu/doit/resources/popular-resource-collections/applications-universal-design

 

University of North Florida Disability Resource Center: Faculty and Staff Learning Modules page presents information on students needing disability accommodations and supportive strategies by disability. 

https://www.unf.edu/drc/Faculty_and_Staff_Learning_Modules.aspx 

 

Scholarly Articles:

Burgstahler, S., & Russo-Gleicher, R.J. (2015). Applying Universal Design to Address the Needs of Postsecondary Students on the Autism Spectrum. Journal of Postsecondary Education & Disability, 28(2), 199.   

https://eric.ed.gov/?id=EJ1074670 

 

Sarrett, J. C. (2017). Autism and Accommodations in Higher Education: Insights from the Autism Community. Journal of Autism and Developmental Disorders, 48(3), 679–693.  

https://doi.org/10.1007/s10803-017-3353-4 

Infographic Poster