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Meet Our Clinical Team

Click on a photo to learn more about our ASD Staff

Teresa Daly, Ph.D, BCBA-D

Director

Marisa Salazar, Ph.D

ASD Specialist

Lisa Roberts, M.Ed.

ASD Specialist

Kimberly Spence, Ph.D.

ASD Specialist

Jackie Marquez-Duprey, M.J. , RBT

ASD Specialist

Jamie Pearson, M.Ed.

ASD Specialist

Jennifer Collins, M.Ed.

ASD Specialist

Aimara Rodriguez

ASD Family Liaison

Jennifer Cicia, M.Ed., BCBA

ASD Specialist

Kimberly Snoeblen, M.A., LMHC

ASD Specialist

Alicia Miller, M.Ed.

ASD Specialist

Omar A. Khan, M.Ed.

ASD Specialist

Catharine Warren

ASD Specialist

Celeste Lequay

ASD Specialist

Gesa Barto, B.F.A.

ASD Specialist

Judee Samuels, MHSA

Community Relations & Conference Coordinator

Jason Klazon, M.A.

ASD Specialist

Jacklyn Snipe-Biles

ASD Specialist

Joanna Couch, M.Ed., M.S., CCC-SLP

ASD Specialist

Natalie Morales, M.Ed.

ASD Specialist

Colleen Grillo

ASD Specialist

Meet Our CARD Support Staff

Dianna Sotolongo

Office Assistant

Marina Vivenes

Student Assistant

Polly Smith

Social Work Intern

Camila Pizarro

Student Assistant

Jayla Rodriguez-Benitez

Student Assistant

Mia Doucette

Student Assistant

Ima Knight

Student Assistant

Elizabeth Delahunty, B.A.B.H.

Office Assistant

Victoria Rocha

Student Assistant

Orion Boone

Student Assistant

Junellys Ramos Camacho

Student Assistant

Max Eiken

Student Assistant

Isabelle Coventry

Social Work Intern

Amy Garcia

Student Assistant

Alex Scheiner, B.S.G.S.

Office Assistant

Teah Ruiz

Student Assistant

Megan Wright

Student Assistant

Zoe Newell, B.S.

Student Assistant

Sophia Lamela, B.S.

Student Assistant

Makayla Rothman

Student Assistant
Photograph of Teresa Daly, PHD.

Teresa Daly, Ph.D.

Director

Dr. Daly received her Ph.D. in Developmental Psychology with specialization    in developmental disabilities from the University of Massachusetts at Amherst. She started her 25+ years of experience serving individuals with autism spectrum disorders as an assistant in an inclusive preschool program. Prior to joining UCF CARD, she was Director of Training at Emory University Autism Center. While at Emory, she was Program Director of the nationally recognized Walden Toddler Program, an inclusive model demonstration program for the treatment of toddlers with autism. She is a licensed psychologist and board certified Behavior Analyst, and has served as consultant to NEC-TAC on best practices for ASD. She has been the recipient of multiple grants from agencies that include Autism Speaks, Georgia Childcare Council, the Parker Family Foundation and Department of Education.  She presents locally, nationally and internationally on topics related to ASD, Incidental Teaching, and Early Intervention in ASD. She teaches future speech language pathologists at UCF. Her research and training interests include incidental teaching, social interaction, and early intervention. She enjoys reading mystery and crime novels, and spending time with her family.

Marisa Salazar, Ph.D

Coordinator

Dr. Salazar earned her Ph.D. in exceptional student education from the University of Central Florida in August 2011. Before that, she received her Bachelors of Science in Psychology at the University of California, San Diego, and she completed her Master’s degree in Educational Psychology at Florida Atlantic University. Her research and training interests are in the area of naturalistic early intervention practices for young children with autism spectrum disorders and their families. Her work has been published in peer-reviewed scientific journals and her most recent research was in the area of collaborative planning between preschool teachers and parents to provide activity-based intervention for children with autism.  She is of Hispanic background, is bilingual, and has an interest in building cultural competence as well as working with families and children who are dual language learners. Prior to working at UCF CARD, she worked for the Center for Autism and Related Disabilities at Florida Atlantic University. She also worked as an Infant & Toddler Developmental Specialist for Orlando’s division of Florida Early Steps. She has extensive experience in early childhood development and applied behavior analysis. Dr. Salazar also prepares future educators as an Adjunct Professor for UCF’s College of Education.

Lisa Roberts, M.Ed.

Autism Disorders Specialist

Lisa joined UCF CARD in 2015. She graduated from John Carroll University in Cleveland, Ohio with her Bachelor’s in Elementary Education with an emphasis in Reading, and earned her Masters in Education and Endorsement in Autism Spectrum Disorders at the University of Central Florida. She holds a Florida Professional Teaching Certificate covering Elementary and Pre-K Primary Education, Reading Endorsement, Exceptional Student Education and English for Speakers of Other Languages and taught in the Orlando Public School System for over 14 years, where she also served as a Teacher Trainer, Beginner Teacher Mentor, and Administrative Team Leader. She has also worked as a Reading Intervention Teacher and Reading Coach. She is proficient in the Multi-Tiered Support System. Lisa’s passion includes teaching pre-k through 5th grade students, including students with Varying Exceptionalities. She is a member of the CEC. Lisa currently serves the Southwest area of Orange County. She leads programs at CARD focusing on executive functioning, adult social and employment skills, transition issues, and preschool development. Lisa enjoys spending time with her family, including two dogs, reading, cooking, going to the movies and relaxing at the beach.

Kimberly Spence, Ph.D.

Coordinator

Dr. Spence received her undergraduate degree in Secondary English Language Arts Education, her Master’s in Varying Exceptionalities, and her Ph.D. in Special Education from the University of Central Florida. Prior to joining CARD, Kim worked within public and private settings as a Teacher and Behavior Specialist. She published her ground-breaking research involving the use of hand-held technology by individuals with autism spectrum disorders in an effort to complete jobs in the book, Assistive Technology and Autism Spectrum Disorders: Research-Based Practice & Innovation in the Field (Journal of Assistive Technology Outcomes and Benefits). In addition to her responsibilities at CARD, Kim is an active member of several national professional organizations, a member of the Project Autism Spectrum Disorders (ASD) Grant Advisory Committee at UCF, an adjunct instructor for both the College of Education and the Department of Communication Sciences and Disorders at UCF. Her research and training interests include law enforcement awareness training and sexuality awareness training for individuals with significant impairments. Outside of work, Kim enjoys traveling, sport fishing, and watching the Dallas Cowboys.

Jackie Marquez-Duprey, MJ, RBT

ASD Specialist

Jackie joined UCF CARD in 2019.  Her experience extends from the corporate world to the nonprofit, where she has held many hats in her professional career from Proposal Writer to Case Management.  She is excited about her newest and most exciting one is in the field of Autism Disorder Specialist with UCF CARD.   Jackie’s career changed, soon after her son was diagnosed with Autism.  She graduated from Rollins College with a B.A in Psychology and obtained a Master of Jurisprudence in Health Law from Loyola University.  She was a NYC Teaching Fellow in the Bronx, where she worked as Bilingual Special Education Teacher-along her Teaching Fellowship she worked on a second master’s in bilingual special education. She is currently completing her Master’s Degree at UCF and working toward her BCBA credential.  Jackie is a Certified Employment Specialist, Certified Case Manager, Certified Proposal Writer and a Registered Behavior Tech (RBT). Jackie enjoys spending time with her family, friends, crafting, meditation and continued education.

Jamie Pearson, M.Ed.

ASD Specialist

Jamie joined UCF CARD in January 2022. She graduated from UCF with her Bachelor’s Degree in Early Childhood Education and Master’s Degree in Exceptional Student Education with Project ASD. She currently holds a Professional Teaching Certificate covering the following areas: Exceptional Student Education (K-12), Elementary Education (K-6), Early Childhood Education (PK-3), Autism Spectrum Disorders, Reading Endorsement, and English Speakers of Other Languages (ESOL). She has experience working with students with autism and their families in a variety of roles including early childhood settings, ASD classroom settings, and direct specialized instruction in general education settings. Jamie most recently worked as a staffing specialist where she gained a plethora of experience related to comprehensive ESE evaluations as well as IEPs and 504 plans. Additionally, Jamie has provided trainings and mentorship for teachers throughout her years of experience. She enjoys spending time with family and friends as well as spending time outdoors paddleboarding or at the beach.

Jennifer Collins, M.Ed.

ASD Specialist

Jennifer joined UCF CARD in February 2023.  She earned her Bachelor of Social Work from Castleton University in Vermont, and obtained her Autism Spectrum Disorders certificate and Masters in Exceptional Student Education from UCF through Project ASD.   Jennifer has spent the last 15 years teaching Intensive Pre K in Seminole & Orange counties and has teaching certifications in the areas of English for Speakers of Other Languages, Autism Spectrum Disorders, Exceptional Student Education, Prekindergarten Disabilities and Prekindergarten/ Primary Education, as well as being an Infant Toddler Developmental Specialist through Central Florida Early Steps.  She is married with two grown sons, her oldest having been diagnosed with ASD at age 5 and was the catalyst for her choosing this profession.  Jennifer enjoys being in nature, cooking, baking, gardening and her 4 cats. 

Aimara Rodriguez

Autism Disorders Family Liaison

Aimara is the parent of two beautiful children: Alex, who has autism, and Karina, his little sister. Aimara is an Architectural Designer who graduated in 1985 from Caracas-Venezuela, but she also assists at CARD, where she provides extremely valuable help with translation and interpretation for families who communicate in Spanish. Aimara has been actively working with families with children with special needs since 1999, when she became a team member of the Family Resource Specialists at the Early Steps Program, in the Department of Children and Families. Aimara joined UCF-CARD in 2004; her experience and knowledge are a comfort to the families and the UCF CARD staff. She loves to spend time at the beach with her husband Alan and her two kids, going camping with Girl Scouts, going to the movies, and exercising.  Aimara provides translation support to coordinators, and also provides monthly parent education seminars in spanish for our Central Florida constituents.

Jennifer Cicia, M.Ed., BCBA

Coordinator

Jennifer joined the UCF Center for Autism and Related Disabilities (CARD) in November, 2011. She received a BA in Psychology in 2006 and an M.Ed in Exceptional Education in 2007, both from James Madison University in Harrisonburg, VA. Jennifer started working with children on the autism spectrum in 2003 as an in-home specialist with Matthew’s Center for Visual Learning in Manassass, VA. As an in-home specialist, Jennifer implemented ABA based programs to increase client skills and decrease unwanted behaviors with a specific emphasis on facilitating communication in children that were not vocal by using the Picture Exchange Communication System (PECS).  Jennifer moved to Florida in 2007 and worked as a teacher for students with autism in grades 1-5 through 2013.  In 2013, Jennifer left her position with OCPS to begin a full time position with CARD. She is currently studying Applied Behavior Analysis at the Florida Institute of Technology.  Jennifer’s specific interests are applied behavior analysis, including students with autism in the general education classroom, building independence skills in adolescents and adults with ASD, and utilizing PECS to facilitate communication in children that are not vocal.  In her free time, she enjoys reading, going to the gym, cooking, and spending time at Walt Disney World with her family.

Kimberly Snoeblen, M.A., LMHC, BCaBA (inactive)

Autism Disorder Specialist

Kim joined The Center for Autism and Related Disabilities in 2001. She received a dual Bachelor’s degree in Psychology and Education from Rutgers University, and a Masters in Marriage and Family therapy from the University of Central Florida. Kim is a Licensed Mental Health Counselor since 2020 and has specialized in working with those impacted by ASD for over 35 years. She held certifications in Applied Behavior Analysis and Play Therapy. Prior to moving to Florida, Kim worked as a Discrete Trial therapist and Coordinator at the Eden Institute and Bancroft Early Intervention Programs in New Jersey, and was a Discrete Trial therapist at University of California Los Angeles (UCLA), and intern with Dr. Ivar Lovaas on an inclusion project for the Los Angeles Unified School district. Kim has a background in feeding therapy from her experience at Children’s Seashore House Feeding Unit in Philadelphia. Her research and training interests include Couples and ASD, ACT, Mindfulness, CBT, Inclusion and using parents as the therapeutic agent to improve the lives of individuals with ASD.

Alicia Miller, M.Ed.

Coordinator

Alicia joined UCF CARD in June of 2014. She obtained a Master’s Degree in Exceptional Student Education from the University of Central Florida, along with a certificate in Autism Spectrum Disorders. She also has a Bachelor’s Degree in Special Education from Western Michigan University. She currently holds a professional teaching certificate for Exceptional Student Education, PreKindergarten/Primary Education, and Elementary Education, as well as endorsements in ASD and severe/profound impairments. After graduating from WMU Alicia moved to Florida and taught students with ASD in Orange County Public Schools. Her interests include early intervention practices for children with ASD and utilizing PECS to facilitate communication. Outside of work Alicia enjoys spending time with her husband and daughter, bike riding, and going to UCF football games.

Omar A. Khan M.Ed.

Coordinator

Omar joined UCF CARD in July of 2014. He obtained a Master’s Degree in General and Special Education from Touro College, and a Bachelor’s Degree in Psychology from the City University of New York, York College, and currently holds multiple teaching certificates; a Florida Professional Teaching Certificate covering Exceptional Student Education and Elementary Education, and a New York State Teaching Certificate in both General Education and Special Education. He has worked in Special and General Education settings, ranging from inclusion classrooms to self-contained classrooms in both Orlando and New York City. Omar also worked as a parent trainer and behavior trainer. Outside of work, Omar enjoys playing sports and spending time with his family and friends.

Catharine Warren

ASD Specialist

Catharine joined UCF CARD in February 2023. She earned her Bachelor of Psychology from UCF in 2015. Catharine has spent the last seven years working in the Orange County Public School as an ESE Program Assistant. She gained a plethora of knowledge in working with students with ASD, EBD, DD, and IND in the classroom setting. Assisting students in social skills and behavior strategies was one of her favorite jobs to do. She loves to workout, teach Bootcamp classes, and go to the beach. Catharine loves to cook for her family and spend time with her friends. 

Celeste Lequay

ASD Specialist

Celeste joined UCF-CARD in June 2023. She obtained her Bachelor’s Degree in Psychology from the University of Central Florida. Prior to joining CARD, Celeste worked in Orange County Public Schools where she has demonstrated a deep commitment to supporting students and helping them achieve their full potential. She worked closely with ESE students and ASD students in both the ASD classroom and general education classroom. Outside of work, Celeste enjoys spending time with her family, cooking, and traveling.

Gesa Barto, B.F.A.

Coordinator

Gesa joined UCF CARD in 2010, but her colorful career spans 4 decades. After completing a degree in Design and Fine Arts from the University of Frankfurt, Germany, she worked as an executive and conceptionist in large international ad agencies for 13 years. While running her own advertising business, she met and married American classical pianist Tzimon Barto, and became his worldwide career manager. Her firstborn, Ori, had a variety of obstacles to manage from birth, amongst them Aspergers Syndrome. Gesa and Ori worked out an individual “best practice package” that helped him thrive until epilepsy ended his life at age 17. Supporting parents in becoming good and foreseeing mentors for their child on the spectrum is one of Gesa’s main goals. The other is re-implementing the arts to enhance our ability to self-regulate. Gesa is an accomplished artist. Contemporary oil paintings are her “other work”.

Judee Samuels, M.H.S.A.

Community Relations and Conference Coordinator

Judee joined CARD in May 2000, after working 20 years in marketing and real estate. She has a Masters Degree in Health Service Administration from UCF, and has been actively working in the field of autism since her son was diagnosed in 1992. In 1995, she founded the Autism Society of Greater Orlando. During her seven year presidency, she published the first Resource Guide for Central FL families, founded “Sea of Dreams” in conjunction with Sea World, and was one of three mothers that formed Princeton House, (now Princeton House Charter School). She was an initial trainer for Crisis Intervention Training (CIT) in conjunction with the Orlando Sheriff’s Department. She is CARD’s liaison to Providing Autism Links and Supports (PALS), a local non-profit that helps support services provided by UCF CARD. Her goal is that every child with autism has a high quality life, and to give typical peers strategies to best support and befriend peers with ASD. Judee enjoys cooking, entertaining,  skiing, traveling, reading, and spending quality time with her son.

Jason Klazon, M.A.

Coordinator

Jason received his Master’s degree in Special Education from the University of Central Florida. Jason supports Brevard and Osceola counties, in 2005. Prior to joining CARD, he worked within the Central Florida area as an ESE Teacher, an Employment Program Administrator, and an Employment Support Coordinator. Jason also worked as a psychoeducation therapist at a psychiatric hospital while living in South Florida. He currently holds a professional teaching certificate and has experience working with individuals of all ages with varying disabilities. In addition to his responsibilities at CARD, Jason is an active member of local, state, and national professional organizations. His research and training interests include transition strategies for adolescent and adult populations, social skills training and strategies for all ages, and sexuality awareness training for individuals with Autism Spectrum Disorders. Outside of his work, Jason enjoys hanging out with family and friends, his 2 Pugs, watching football, and exercising at his local fitness facility.

Jacklyn Snipe-Biles, B.A.

Autism Disorders Specialist

Jacklyn joined UCF CARD in March 2021. She received her undergraduate degree in Early Childhood Development and Education with a minor in Human Services from the University of Central Florida. Jacklyn has eight years of experience working with children and adults on the autism spectrum. She started working with children on the autism spectrum and other related disabilities in 2013 at The First HopeDivision of The First Academy in Orlando, FL. As an Assistant Exceptionalities Teacher, Jacklyn implemented curriculum to increase student awareness of their emotions and environment while decreasing unwanted behaviors. From 2016 to 2021, Jacklyn provided educational and behavioral in-home services to parents of children on the autism spectrum with specific attention to improve communication in children that were not vocal. She is currently seeking a Master’s Degree in Clinical Mental Health Counseling. Jacklyn enjoys walking outdoors, taking road trips, laughing, analyzing children’s television programing and continued education.

Joanna Couch, M.Ed., M.S., CCC-SLP

Coordinator

Joanna joined the UCF-CARD family in October 2015. She holds a diverse educational background, having earned her undergraduate degree in Special Education: Varying Exceptionalities and her Master’s in Educational Leadership from the University of South Florida. Additionally, she obtained a Master’s in Communication Sciences and Disorders from Florida State University and is a licensed and certified Speech-Language Pathologist.

With a wealth of experience, Joanna previously held a Florida Professional Teaching Certification for Elementary Education K-6, Middle Grades 5-9, Exceptional Student Education K-12, and Educational Leadership, as well as endorsements in Autism Spectrum Disorders and English for Speakers of Other Languages.

Throughout her career, Joanna has worn many hats, starting as an ESE teacher in ASD classroom settings, then transitioning to a VE teacher, and eventually taking on the role of Assistant Principal prior to joining CARD. While in the classroom, Joanna led her ESE department, served as a Beginning Teacher Mentor, led district and school wide trainings to support students with ASD and learning disabilities, and served as her school-based Functional Behavior Assessment/Behavior Intervention Team Leader.

Joanna currently runs the More Than Words program for CARD and develops and facilitates supports for siblings. She is also interested in social cognition and communication, the relationship between language and executive functioning, mindfulness, and AAC. Joanna enjoys finding peace in nature, hiking, going to the beach, and spending time with her family.

Natalie Morales, M.Ed.

ASD Specialist

Natalie joined UCF-CARD in February 2023. She received her undergraduate degree in Psychology and Graduate Certificate in Autism Spectrum Disorder from the University of Central Florida. She also has a Master’s in Exceptional Education from Grand Canyon University. Natalie currently holds a Florida Professional Teaching Certification in Elementary K-6, Exceptional Education, as well as endorsements in Reading and English for Speakers of Other Languages. Natalie was an elementary school teacher for 8 years where she taught ESE students in the general education classroom. Additionally, Natalie has worked as a Professional Learning Community Leader. In her free time, she enjoys traveling and visiting amusement parks with her family.  

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 

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