Coaching aspies4college

ASPEN'S Statement Regarding the Recent Tragedy in Newtown, CT

2012-12-19T05:02:00.001-08:00

ASPEN'S Statement Regarding the Recent Tragedy in Newtown, CT

Quick Links

Dear Cynthia,

All of us at ASPEN are shocked and saddened by the recent tragedy in Newtown, CT.

Our hearts are heavy as we join the rest of the country in mourning. To all the families who suffered such unimaginable losses, our thoughts and prayers go out to you.

The media coverage of this horrific crime has included speculation that the shooter may have had Asperger Syndrome. It is important to keep the following in mind:

We do not know if the gunman had Asperger's or any other Autism Spectrum Disorder.

Though any human being is capable of violence, experts report that people with Autism Spectrum Disorders are significantly less likely to commit a planned act of violence than the general population. An Autism Spectrum diagnosis does not correlate with a predisposition towards violence.

Violence is often a last resort for people who have reached the end of their rope. We at ASPEN support the need for expansion of mental health services to help all people in their greatest time of need.

Please visit our website or contact us if you would like more information on Asperger Syndrome/Autism Spectrum Disorder and our support groups, conferences and other services.

Lori Shery, President

ASPEN®

ASPerger syndrome Education Network
www.aspennj.org
(732) 321-0880

Forward email

This email was sent to wirthedu@aol.com by aspenorg@aol.com |

Update Profile/Email Address | Instant removal with SafeUnsubscribe™ | Privacy Policy.

ASPEN | 9 Aspen Circle | Edison | NJ | 08820

The Autism Advantage - NYTimes.com

2012-12-07T17:34:00.000-08:00

The Autism Advantage

Joachim Ladefoged/VII, for The New York Times

Thorkil Sonne and his son Lars, who has autism, at home in Ringsted, Denmark.

By GARETH COOK

Published: November 29, 2012 259 Comments

When Thorkil Sonne and his wife, Annette, learned that their 3-year-old son, Lars, had autism, they did what any parent who has faith in reason and research would do: They started reading. At first they were relieved that so much was written on the topic. “Then came sadness,” Annette says. Lars would have difficulty navigating the social world, they learned, and might never be completely independent. The bleak accounts of autistic adults who had to rely on their parents made them fear the future.

Joachim Ladefoged/VII, for The New York Times

Christian Andersen in his office at a pharmaceutical company in Copenhagen.

What they read, however, didn’t square with the Lars they came home to every day. He was a happy, curious boy, and as he grew, he amazed them with his quirky and astonishing abilities. If his parents threw out a date — Dec. 20, 1997, say — he could name, almost instantly, the day of the week (Saturday). And, far more usefully for his family, who live near Copenhagen, Lars knew the train schedules of all of Denmark’s major routes.

One day when Lars was 7, Thorkil Sonne was puttering around the house doing weekend chores while Lars sat on a wooden chair, hunched for hours over a sheet of paper, pencil in hand, sketching chubby rectangles and filling them with numerals in what seemed to represent a rough outline of Europe. The family had recently gone on a long car trip from Scotland to Germany, and Lars passed the time in the back seat studying a road atlas. Sonne walked over to a low shelf in the living room, pulled out the atlas and opened it up. The table of contents was presented as a map of the continent, with page numbers listed in boxes over the various countries (the fjords of Norway, Pages 34-35; Ireland, Pages 76-77). Thorkil returned to Lars’s side. He slid a finger along the atlas, moving from box to box, comparing the source with his son’s copy. Every number matched. Lars had reproduced the entire spread, from memory, without an error. “I was stunned, absolutely,” Sonne told me.

To his father, Lars seemed less defined by deficits than by his unusual skills. And those skills, like intense focus and careful execution, were exactly the ones that Sonne, who was the technical director at a spinoff of TDC, Denmark’s largest telecommunications company, often looked for in his own employees. Sonne did not consider himself an entrepreneurial type, but watching Lars — and hearing similar stories from parents he met volunteering with an autism organization — he slowly conceived a business plan: many companies struggle to find workers who can perform specific, often tedious tasks, like data entry or software testing; some autistic people would be exceptionally good at those tasks. So in 2003, Sonne quit his job, mortgaged the family’s home, took a two-day accounting course and started a company called Specialisterne, Danish for “the specialists,” on the theory that, given the right environment, an autistic adult could not just hold down a job but also be the best person for it.

For nearly a decade, the company has been modest in size — it employs 35 high-functioning autistic workers who are hired out as consultants, as they are called, to 19 companies in Denmark — but it has grand ambitions. In Europe, Sonne is a minor celebrity who has met with Danish and Belgian royalty, and at the World Economic Forum meeting in Tianjin in September, he was named one of 26 winners of a global social entrepreneurship award. Specialisterne has inspired start-ups and has five of its own, around the world. In the next few months, Sonne plans to move with his family to the United States, where the number of autistic adults — roughly 50,000 turn 18 every year — as well as a large technology sector suggests a good market for expansion.

“He has made me think about this differently, that these individuals can be a part of our business and our plans,” says Ernie Dianastasis, a managing director of CAI, an information-technology company that has agreed to work with Specialisterne to find jobs for autistic software testers in the United States.

For previously unemployable people — one recent study found that more than half of Americans with an autism diagnosis do not attend college or find jobs within two years of graduating from high school — Sonne’s idea holds out the possibility of self-sufficiency. He has received countless letters of thanks and encouragement from the families of autistic people. One woman in Hawaii wrote Sonne asking if she could move her family to Denmark so that her unemployed autistic son could join the Specialisterne team.

I first met Sonne, who is 52, in Delaware at a small conference he organized for parents and government officials who want to help him set up American operations over the coming year. He stood before them, sipping a cup of Dunkin’ Donuts coffee, speaking enthusiastically of his “dandelion model”: when dandelions pop up in a lawn, we call them weeds, he said, but the spring greens can also make a tasty salad. A similar thing can be said of autistic people — that apparent weaknesses (bluntness and obsessiveness, say) can also be marketable strengths (directness, attention to detail). “Every one of us has the power to decide,” he said to the audience, “do we see a weed, or do we see an herb?”

It’s an appealing metaphor, though perhaps a tougher sell in the United States, where you rarely see dandelion salad. It is also, of course, a little too simple. Over eight years of evaluating autistic adults, Sonne has discovered that only a small minority have the abilities Specialisterne is looking for and are able to navigate the unpredictable world of work well enough to keep a job. “We want to be a role model to inspire,” Sonne told me later, “but we can only hire the ones that we believe can fill a valuable role in a consultancy like ours.” In other words, he’s not running a charity. It is Sonne’s ultimate goal to change how “neurotypicals” see people with autism, and the best way to do that, he has decided, is to prove their value in the marketplace.

TDC, Thorkil Sonne’s former employer, is Specialisterne’s oldest customer. When I visited its headquarters in Copenhagen in June, it was obvious why the company finds it useful to engage autistic consultants. Whenever cellphone makers introduce a new product, there are countless opportunities for glitches. The only way TDC can be sure of catching them is to load the software onto a phone and punch the phone keys over and over again, following a lengthy script of at least 200 instructions. The work is tedious, the information age equivalent of the assembly line, but also important and beyond the capacity of most people to perform well. “You will get bored, and then you will take shortcuts, and then it is worthless,” explained Johnni Jensen, a system technician at TDC.

Steen Iversen, a Specialsterne consultant in bluejeans and a bright red polo shirt, showed me how he tackles the task. Iversen, who is 52 and has worked at TDC for four years, laid out several phones on a desk that also held his computer, two bananas, an apple and lines of lime green Post-it notes. He picked up a phone in one hand and demonstrated his technique, his thumb landing on the buttons in quick succession. But his real advantage is mental: he is exhaustive and relentless. When a script called for sending a “long text message,” Iverson keyed in every character the phone was capable of; it crashed. Another time, he found a flaw that could have disabled a phone’s emergency dialing capability, a problem all previous testers had missed. I asked Iversen how he feels at moments like that, and he gently pumped both fists in the air with a shy smile. “I feel victorious,” he said.

Over the years, Jensen has developed strategies for interacting with Iversen and the two other consultants he oversees. Trying to rush them inevitably backfires, he told me. “Sometimes I have to bite my tongue.” Jensen feels protective of the consultants and tries to shield them from the usual stresses of office work, but he is emphatic that the arrangement has endured not because he pities them but because their work is excellent. When Iversen finds a bug, he can recall similar ones from years past, saving Jensen the time and frustration of researching the problem’s history. And, Jensen says, the consultants are far more devoted to accuracy than neurotypical workers. Iversen has punched mobile-phone keys day after day, and not once has he cut a corner or even made a careless mistake.

Christian Andersen, another Specialisterne consultant, works at Lundbeck, a large pharmaceutical company. He compares records of patients who have experienced reactions to Lundbeck’s drugs, making sure the paper records match the digital ones. Errors can creep in when the reports are entered into the company’s database, and tiny mistakes could mean that potential health hazards would go undetected. So Andersen searches for anomalies, computer entry against written report, over and over, hour after hour, day after day.

Before Andersen arrived, his boss, Janne Kampmann, had a hard time finding employees who could do the job well. Most people’s minds wander as they go back and forth between documents, their eyes skimming the typos lurking there. Andersen, however, worked without interruption the morning I visited, attentive and silent until he lifted his head and, pointing to a sheet of paper, said to Kampmann, “Why do we have a 57 instead of 30 milligrams?” Kampmann told me Andersen is one of the best quality-control people she’s ever seen.

For years, scientists underestimated the intelligence of autistic people, an error now being rectified. A team of Canadian scientists published a paper in 2007 showing that measures of intelligence vary wildly, depending on what test is used. When the researchers used the Wechsler scale, the historical standard in autism research, a third of children tested fell in the range of intellectual disability, and none had high intelligence, consistent with conventional wisdom. Yet on the Raven’s Progressive Matrices, another respected I.Q. test, which does not rely on language ability, a majority of the same children scored at or above the middle range — and a third exhibited high intelligence. Other scientists have demonstrated that the autistic mind is superior at noticing details, distinguishing among sounds and mentally rotating complex three-dimensional structures. In 2009, scientists at King’s College London concluded that about a third of autistic males have “some form of outstanding ability.”

This emerging understanding of autism may change attitudes toward autistic workers. But intelligence, even superior intelligence, isn’t enough to get or keep a job. Modern office culture — with its unwritten rules of behavior, its fluid and socially demanding work spaces — can be hostile territory for autistic people, who do better in predictable environments and who tend to be clumsy at shaping their priorities around other people’s requirements.

Most Specialisterne consultants work in the offices of the companies that use their services, but some need to operate out of Specialisterne’s more forgiving work space. Even those capable of working on site sometimes get into trouble. In one case, the company was contacted by a medical-technology company, which needed help testing new prescription-tracking software. This seemed a marvelous bit of luck, says Rune Oblom, Specialisterne’s business manager, because there was a consultant on staff interested in illnesses. Everything was going fine until a medical team arrived to try out the software, and the consultant spent the entire morning recounting to them, in detail, the medical treatments that he, his mother and the rest of his family received over the years. Another consultant was assigned to finish the software-testing job. “I told him that the doctors were not very happy and felt he was a disturbing factor,” Oblom says. “But he couldn’t see it.”

The consultant has since been moved to another company, where he has done well at his professional tasks but still misses social cues. In Denmark, there is a tradition of bringing cake to the office on Fridays, and Oblom recently learned from the on-site supervisor that the consultant happily eats cake but has never volunteered to bring one himself. Then there was the time he tasted a co-worker’s cake and pronounced it terrible. Oblom told me that he plans to tell the consultant that he has to bring in cake now and then — and he will do it, Oblom predicts, without understanding the reason — but he’s not going to encourage the consultant to be more polite. The concept of socially mandated dishonesty would mystify him, Oblom said, so the other employees will just have to deal with it.

Specialisterne tries to anticipate, or at least mitigate, conflicts by assigning every consultant to a neurotypical coach. The coach checks in with the consultants regularly, monitoring their emotional well-being and helping them navigate the social landscape of the office. Henrik Thomsen, a jolly man who runs Specialisterne in Denmark while Sonne works on international expansion, told me about one consultant who is fascinated by train schedules. Severe storms can disrupt the trains around Copenhagen, and if the consultant’s train was delayed, he would start the day with a tour of his colleagues at the Specialisterne office, telling each how the commute played out, station by station. Sometimes another consultant would get annoyed and tell him to “cut the crap,” Thomsen says, “and then the real fun would begin.” So now Thomsen listens to the radio as he drives in, taking mental note of potential delays. When Thomsen arrives at work, he invites the consultant into his office first thing, listens to the day’s commuting story and then asks him to please get to work.

Specialisterne’s headquarters occupy part of a three-story complex in a Copenhagen suburb. Sonne showed me around the building: in addition to the consulting business, there is a nonprofit focused on spreading the Specialisterne business model, and a small school for people on the autism spectrum in their late teens and early 20s. In the largest room, boxes of Legos are stacked against one wall, and a pair of long, waist-high tables for Lego activities occupy the center, under a string of halogen lights.

When Sonne started the company, one of his biggest challenges was determining who would be able to thrive as a tech consultant in an office environment. A traditional interview was clearly not going to do the trick, and he had to think of other ways to identify marketable strengths in people who have difficulty communicating.

Lars had always enjoyed Legos, and talking to other parents, Sonne heard stories about how the toy bricks brought out remarkable, hidden abilities. “For many parents,” Sonne told me, “this was one of the few moments when they could be proud of their children.” So he decided to ask potential employees to follow the assembly directions included in the Lego Mindstorms kits and watch them build the robots.

This turned out to be so revealing that assessing job skills in the autistic population has itself become part of Specialisterne’s business, with local government sending about 50 people a year to the company for five-month evaluations. (Specialisterne considers some for consulting jobs; others might end up doing clerical work, mowing lawns or other tasks for municipalities.) The Specialisterne evaluators place the candidates in groups for part of the time to see how well they work in teams, in addition to assessing the skills (reasoning, following directions, attending to details) that are naturally on display in a Mindstorms session. The assignments also reveal how a person handles trouble. More than once a candidate has become derailed because a Lego piece does not match the shade of gray depicted in the manual. Yet it is also not uncommon for a candidate to notice a struggling partner, stop and patiently explain how to get back on track.

The Specialisterne school uses Legos, too. Frank Paulsen, a red-haired man with a thin beard who is the school’s principal, told me about a session he once led in which he handed out small Lego boxes to a group of young men and asked them to build something that showed their lives. When the bricks had been snapped together, Paulsen asked each boy to say a few words. One boy didn’t want to talk, saying his construction was “nothing.” When Paulsen gathered his belongings to leave, however, the boy, his teacher by his side, seemed to want to stay. Paulsen tried to draw him out but failed. So Paulsen excused himself and stood up.

The boy grabbed Paulsen’s arm. “Actually,” he said, “I think I built my own life.”

Paulsen eased back into his seat.

“This is me,” the boy said, pointing to a skeleton penned in by a square structure with high walls. A gray chain hung from the back wall, and a drooping black net formed the roof. To the side, outside the wall, two figures — a man with a red baseball cap and a woman raising a clear goblet to her lips — stood by a translucent blue sphere filled with little gold coins. That, the boy continued, represented “normal life.” In front of the skeleton were low walls between a pair of tan pillars, and a woman with a brown pony tail looked in, brandishing a yellow hairbrush. “That is my mom, and she is the only one who is allowed in the walls.”

The boy’s teacher was listening, astonished: In the years she’d known him, she told Paulsen later, she had never heard him discuss his inner life. Paulsen talked to the boy, now animated, for a quarter of an hour about the walls, and Paulsen suggested that perhaps the barriers could be removed. “I can’t take down the walls,” the boy concluded, “because there is so much danger outside of them.”

In June, Sonne announced the opening of a United States headquarters in Wilmington, Del. The state’s governor, Jack Markell, was there, as was a representative from CAI, the company that is Specialisterne’s first real partner in the United States. The company says it plans to begin recruiting and training autistic software testers in Delaware next month, and if all goes well, it will expand the program to other states. Specialisterne is also talking with Microsoft about setting up a pilot program in Fargo, N.D., where it has a large software-development operation.

Tyler Cowen, an economist at George Mason University (and a regular contributor to The Times), published a much-discussed paper last year that addressed the ways that autistic workers are being drawn into the modern economy. The autistic worker, Cowen wrote, has an unusually wide variation in his or her skills, with higher highs and lower lows. Yet today, he argued, it is increasingly a worker’s greatest skill, not his average skill level, that matters. As capitalism has grown more adept at disaggregating tasks, workers can focus on what they do best, and managers are challenged to make room for brilliant, if difficult, outliers. This march toward greater specialization, combined with the pressing need for expertise in science, technology, engineering and mathematics, so-called STEM workers, suggests that the prospects for autistic workers will be on the rise in the coming decades. If the market can forgive people’s weaknesses, then they will rise to the level of their natural gifts.

“Specialization is partly about making good use of the skills of people who have one type of skill in abundance but not necessarily others,” says Daron Acemoglu, an economist at M.I.T. and co-author of “Why Nations Fail.” In other words, there is good money to be made doing the work that others do not have the skills for or are simply not interested in.

As Sonne tries to build up his business in the United States, though, he faces practical challenges. For one thing, in Denmark, the government helps cover some of the additional expense of managing autistic workers, and it pays Specialisterne so it can give its employees full-time salaries even though they only work part time. Specialisterne pays its consultants in Denmark between $22 and $39 an hour, a rate negotiated with unions, and in Delaware it plans to start with salaries between $20 and $30 an hour. And while two Delaware charitable foundations have pledged $800,000 to Specialisterne, Sonne estimates that it will take $1.36 million, and three years, for the business to become self-sustaining.

Another challenge involves expectations. A new stereotype of autistic people as brainiacs, endowed with quirky superminds, is just as misguided as the old assumption that autistic people are mentally disabled, Sonne says. Autistic people, like everyone else, have diverse abilities and interests, and Specialisterne can’t employ all of them. Most people Specialisterne evaluates in Denmark don’t have the right qualities to be a consultant — they are too troubled, too reluctant to work in an office or simply lack the particular skills Specialisterne requires. The company hires only about one in six of the men and women it assesses.

April Schnell, who is organizing a Specialisterne effort in the Midwest and has an autistic son, told me that she traveled to Copenhagen for a conference organized by the company for their volunteers from around the world. One day, she and the others were given the Mindstorms challenges used to assess candidates. As she struggled to solve one of the more difficult ones, she realized that her son, Tim, who is 15, would find the work uninteresting and probably too difficult: Specialisterne is not likely to be the answer for him. “I was just very aware, there is a gap here,” she said. “My heart was a little sad.”

One Friday evening, Sonne drove me to his house southwest of Copenhagen, navigating through whipping rain and the last clots of rush-hour traffic. Lars was waiting at the door to welcome us. Now 16, Lars evokes a Tolkien elf — thin and blond with exceptionally pale skin. He was outgoing from the start, eager to give me a tour of the house, yet he only glanced at my face.

Lars has the sweet demeanor of a much younger boy. Several times he affectionately rubbed his father’s head, the hair a short thin fur, calling the bald spot “Mr. Moon.” He gushed about trains, and at dinner Annette gently told him that we might not want to hear too much more about international conventions on track signals. I played Lars in a round of speed chess in the living room. There was never much doubt about the outcome, but at one point he issued an earnest warning: “Take care to not weaken your king’s position unnecessarily.” It was too late. After we put the pieces away, I complimented him on his final moves — an elegant and lethal attack with rooks, a bishop and a knight — and he did a balletic twirl, arms out. I joked with his family about how crushed I felt in defeat, and Lars walked over and put a consoling hand on my shoulder. Perhaps, I suggested to Lars, I would be allowed a rematch? “No,” he said simply.

When I asked Lars what he thought about his father’s company, he said he has played with the Mindstorms robots but does not see himself working there. “I want to be a train driver,” Lars announced. “It is the country’s most beautiful job. You get to control a lot of horsepower. Who wouldn’t want to do that?”

At the outset, it was Thorkil’s aim to persuade Danish tech companies to hire his autistic employees. Now he wants all kinds of companies, all over the world, to learn from what Speecialisterne is doing. He figures that if he is successful, then maybe a national railway will consider hiring a candidate as seemingly unlikely as his son, as long as he has the right skills.

Certainly he has seen how transformative getting the right job can be for the autistic workers themselves. Before coming to Specialisterne, Iversen, who works at TDC, had not had a job for 12 years and spent the days sleeping and nights surfing the Internet. Niels Kjaer once worked as a physicist, receiving his diagnosis only after becoming clinically depressed when he didn’t get an academic job. When he came to Specialisterne, where he works on improving technology that grades eggs as they pass by on a conveyor belt, he was on sick leave from a job driving a cab.

Christian Andersen, who works at Lundbeck, the pharmaceutical company, was bullied and beaten for years as a schoolboy. He received his diagnosis at age 15 only because, fearing he might be suicidal, he checked himself into a hospital. After high school — inspired by a Hemingwayesque teacher who regaled his students with tales of outdoor exploits — Andersen tried a vocational school for landscaping. But he was overwhelmed by the requirement that he learn to drive. He tried another tech school but flailed, became depressed and had a breakdown in 2005. Andersen was living at home without prospects, playing video games. He couldn’t even land a job at a grocery store. Later that year, his parents encouraged him to apply to Specialisterne.

I joined Andersen one morning on his commute to Lundbeck’s headquarters across town. Riding on a yellow city bus, we talked about video games. He still loves Halo; Diablo 3 he finds frustrating. “You turn a corner and then — splat! — you are dead.” As we drew closer to the office, our conversation drifted to his job. He spoke with surprising insight about the psychological importance of work. “I have grown very much as a person,” Andersen told me. “I have become more confident and self-assured.” The job allowed him to move out of his parents’ house and into an apartment. After a while, Andersen informed me, he “started using body language.” It’s not something anyone taught him. He just watched people, he said, and “monkey see, monkey do.”

When he started at Lundbeck, he was constantly anxious because he dreaded making an error. Now the stress grips him far less often and is readily dispelled with a phone call to a coach at Specialisterne. He admits to being proud, having come so far. He was touched to be invited recently to join his department for some after-work bowling. But he doesn’t spend a lot of time thinking about these aspects of his employment anymore. “Of course it feels good,” Andersen said, “but there is such a thing as ‘here we go again.’ ” It’s only a job, after all.

Gareth Cook is a Pulitzer Prize winner, a columnist for The Boston Globe and editor of ‘‘Best American Infographics’’ (fall 2013).
Editor: Vera Titunik

3 Ways to Compare College Options

2012-09-09T09:46:00.001-07:00

Trouble reading this email? Click here to view as a webpage.

No longer wish to receive
this email? Unsubscribe

3 Ways to Compare College Options

What do you want most in a college? Convenience? Affordability? Academic Quality? There are many different ways to compare prospective schools. Below are just a few ideas to get you started...

2-Year Programs vs. 4-Year Programs

Which online colleges focus on 2-year programs? Which degrees do they offer? Find out here. For additional options, check out online certificates and online degree completion programs at schools like Boston University.

Online Colleges vs. Campus Colleges

Still deciding if online study is right for you? Read more about the pros and cons of online colleges. You can also check out these options: Campus Colleges with Online Programs; or explore fully-online, associate degrees and bachelor degrees at well-known colleges, like Bryant & Stratton.

Private Colleges vs. Public Colleges

Why do some students choose private colleges over public universities? Learn more here. Or check out these popular options:

Public Colleges with Online Programs:
• The University of North Carolina
• The University of Massachusetts
• Arizona State University

Private Colleges with Online Programs:
• Norwich University
• New England College

Comper & Technology Courses

Teacher Leadership in a Diverse Society (EDCI 201) - Self-Paced - EDCI 201 focuses on the interdisciplinary application of various foundations of education fields, including philosophy, history, sociology, anthropology and others.

Health Education in the Elementary School (HED 3645) - Self-Paced - Health Education in the Elementary School is an introduction to the content and methods of health education.

Teaching Stress Management and Emotional Health (HED 4730) - Self-Paced - will explore the factors associated with the development of emotional health and the management of stress as a basis for understanding the healthy personality.

Featured Schools

Bryant & Stratton College is more than just a renowned, innovative, and accredited educational institution. It's a dynamic, nurturing, academic environment dedicated to helping you grow personally and professionally.

Norwich University's tradition of excellence and proud military heritage are reflected in its online graduate programs, which are offered to adult learners across the country and the world. All of Norwich's online programs provide relevant, focused curricula and small, interactive classes.

New England College is a creative and supportive learning community that challenges individuals to transform themselves and their world. NEC is recognized as one of America's "Best Colleges" by U.S. News & World Report.

Pick Your Degree

Search Smarter

Find the degree program that's right for you!

Save time: Start your search with our Quick Degree Finder and see your matches right away.

Figure Out
Financial Aid

Make sense of FAFSA, loans, scholarships, and more with our College Costs and Financial Aid section.

Explore the Career Connection

Visit our Careers and the Job Market section for all you need to know about pursuing your professional goals.

Enroll with Confidence

Find out how accreditation could impact your education and career.


	Follow us on:

You received this email at wirthedu@aol.com because you requested information from eLearners.com

No longer wish to receive this email? Unsubscribe

eLearners.com
5 Marine View Plaza, Suite 212
Hoboken, New Jersey 07030

We Connect Now Created by: Gabriela McCall Delgado She created We Connect Now while a freshman in college in 2008. She has a learning disability and is a recent graduate from LSU with a BA in Philosophy.

2012-08-03T13:51:00.001-07:00

We Connect Now

HOME

“WE CONNECT NOW” WAS CREATED IN 2008

ABOUT US:
Our Mission – We Connect Now is dedicated to uniting people interested in rights and issues affecting people with disabilities, with particular emphasis on college students and access to higher education and employment issues.
One of the goals of this site is to help college students with disabilities to succeed in their studies by getting the information and support they need, both through resources, links, blogs latest news, studying existing laws and regulation and through personal contacts. Through this website people can also share and read other people’s stories as a source of support and comfort. We also want people using our webpage to take action by writing blogs, hosting an event or becoming involved in politics by knowing about upcoming legislation. Also, every month our webpage will focus on a particular disability or condition to bring our visitors more information and support related to our focus of the month. Through our jobssection, we also hope to help empower people with disabilities find employment through job posting and job searching tips, and if people have any questions we encourage them to contact us. The goal of this site is that people leave it having gained knowledge, a support system and having taken action. We were founded in 2008 as a blueprint project for Young People For.

THANKS TO ALL OUR FOLLOWERS!
IN THE MONTH OF MAY 2012, WE REACHED 100,000 VISITS TO THE WE CONNECT NOW WEBSITE.
“We Connect Now” has been used as a resource by people in the United States and 77 other countries. Thanks to our visitors from Argentina, Australia, Austria, Bahrain, Belgium, Benin, Bolivia, Brazil, Bulgaria, Cambodia, Cameroon, Canada, Chile, China, Colombia, Costa Rica, Croatia, Czech Republic, Denmark, Dominican Republic, Ecuador, Egypt, El Salvador, Ethiopia, Faroe Islands, Finland, France, Georgia, Germany, Greece, Guatemala, Honduras, Hungary, Iceland, India, Indonesia, Iraq, Ireland, Israel, Italy, Lebanon, Malaysia, Maldives, Malta, Mexico, Netherlands, New Zealand, Nicaragua, Nigeria, Norway, Pakistan, Paraguay, Peru, Philippines, Poland, Portugal, Puerto Rico, Republic of Korea, Romania, Russian Federation, Saint Kitts and Nevis, Saudi Arabia, Serbia, Singapore, Slovakia, South Africa, Spain, Sweden, Taiwan, Thailand, Trinidad and Tobago, Turkey, Uganda, Ukraine, United Arab Emirates, United Kingdom, Venezuela and Vietnam.
WE CONNECT NOW – CONNECTING THE WORLD

Si quiere leer esta página en español oprime aquí. http://weconnectnow.wordpress.com/posts/we-connect-now/nos-conectamos-ahora/

CONTACT US

This web site was made possible by YP4. http://www.youngpeoplefor.org/

Created by: Gabriela McCall Delgado

She created We Connect Now while a freshman in college in 2008. She has a learning disability and is a recent graduate from LSU with a BA in Philosophy.

Thanks to:

Maria Vinas for all of her technical assistance in the creation of this website.

Rotary District 7000, the Rotary Club of Everett, Washington and the Rotary Club of Cuidad del Turabo for their generous financial support of We Connect Now.

If you have any ideas on how to make this site better, have any questions or just want to share any concerns please contact us at: weconnectnow2008@gmail.com

You can “like” us on Facebook or add us to your favorites there at http://www.facebook.com/pages/We-Connect-Now-National/136925609714725?sk=wall
You can now follow us on Twitter at http://twitter.com/#!/WeConnectNow

All images and art contained on this website are believed to be within the public domain or is an image or artwork for which a license has been purchased or is an image or artwork whose use on this website is permitted or has been authorized. If you have reason to believe that any such image or artwork is not in the public domain or is not the subject of a proper license or is being used in an unauthorized manner or a way not permitted, then please let us know.

Help for teenagers to make Their Own Choices

2012-07-27T12:21:00.001-07:00

Tool, tips and total care for the ASD young person!

Teenagers must learn to make their own choices.
Do they have the tools?

Giving choices will teach teens about decision making and accepting the consequences of their choices both good and bad, as well as help them realize they will eventually have more control over thier lives.

This library of information will help guide them on their way to making A LIFETIME of good choices!

S.T.A.R.S

by: Susan M. Heighway, Susan Kidd Webster

189 pages

Educate young adults and build their self-esteem so they can make informed choices!

Specially designed for teaching adolescents and adults with developmental disabilities, the STARS model focuses on four areas: Understanding Relationships, Social Skills Training, Sexual Awareness, and Assertiveness—with the goals of promoting positive sexuality and preventing sexual abuse. Assessment tools help identify the strengths and needs of each individual, and then the activities can be catered to address specific needs.

Goals and activities cover a variety of important skills:

Building a Positive Self-Image
Making Choices
Learning Relationship-Appropriate Behaviors
Engaging in Mature Relationships
Identifying Body Parts and Understanding Their Functions
Understanding Public and Private Behavior
Understanding Sexual Feelings and Behaviors
Understanding Reproduction
Health Issues Related to Sexual Awareness
Recognizing a Situation as Potentially Unsafe
Learning to Say "No" and Using Basic Self-Protection
... And many more!

Autism - Asperger's and Sexuality:
Puberty and Beyond

by Jerry Newport, Mary Newport

230 pages

Many people on the spectrum never get "the talk" from their parents, and suffer from "information deficit." This book goes a long way toward filling in the gaps in their knowledge.

It takes a candid look at aspects of sex and relationships as they apply to people on the autism spectrum: building self-confidence, dating, personal grooming and cleanliness and, yes—explicit advice on how to initiate sex with a partner. Also covered: avoiding pregnancy and STD’s, dealing with rejection, how to build a loving relationship that includes sexual intimacy. This is an "Everything You Ever Wanted to Know" kind of book!

About the Authors:

Jerry Newport was diagnosed with Asperger’s when he was 47 years old. Now a popular international speaker, he is one of the foremost advocates on adult issues that impact people with autism / Asperger’s Syndrome. Jerry’s fascinating, touching, and often humor ous perspective on living on the spectrum makes his books and presentations intriguing and informative. His story was even featured on 60 Minutes. Jerry has a BA in Mathematics from the University of Michigan, and was a financial assistant for the UCLA Department of Medicine. He has been active in the Autism Society of America and is responsible for starting and running Adult Group United and Autistic (AGUA), a support group for adults diagnosed with autism / Asperger’s / PDD.

Mary Newport feels both challenged and blessed by Asperger’s Syndrome. Her enthusiasm for life and head-on approach to challenges have enabled her to achieve success as an actress, composer, concert piano technician, gemologist, cosmetologist, and writer. Jerry and Mary live in Flagstaff, Arizona, and they hope their book will enrich your life, or the life of someone you love.

Two books that will equip teens with the tools they need to make strong choices and forge healthy paths to adulthood!

Book #1 - S.T.A.R.S

Book #2 - Autism / Asperger's and Sexuality:
Puberty and Beyond

for just $49.00 $39.85

click here to get yours now!

Exceptional Resources - 1425 Broadway - Seattle WA 98122

2012AgencyNight.

2012-03-30T13:55:00.001-07:00

Thursday, May 3, 2012
6:30-8:30 pm
Norristown Area
Senior High School Cafeteria
1900 Eagle Drive, Norristown, PA 19403
Speaker Beginning at 6:30
Michael Fiore~The Sierra Group
Reaching your boiling point: How
adaptive tools can power the
college experience.
Check out how tools such as the iPad, Kindle Fire,
GoToMeeting, Livescribe Pen, DropBox, YouTube,
and iGoogle are transforming the way students
with adaptive needs access the lessons and
supports that they need while at college. See
practical examples with real-life academic
scenarios in this high energy technology and
assistive technology overview.
Following the speaker
The Resource Fair will be open!
Representatives from the following areas
will be available to provide information
and to answer your questions.
Advocacy Groups
Community Resources
Postsecondary Education
Recreation and Leisure
Employment/Day Programming
For more information or to register: Jacki Lyster,
MCIU Training and Consulting 610-755-9393
jlyster@mciu.org
Transition
to
Adult Life
Agency
Information
Night
For families and students with special
needs

Education Week: Learning With Asperger's: A Parent's Perspective

2012-03-28T05:25:00.001-07:00

Education Week: Learning With Asperger's: A Parent's Perspective

Imagine a world that goes something like this: To succeed according to societal norms of success, you must learn to do some things that are impossible. Yes, that's right, I said impossible. And yet, somehow, you attempt the challenge because, after all, it's the only way to succeed according to societal norms. And we all know how important success is.
To earn an A in English class, you must verbally deconstruct the symbolism in Robert Frost's poem "Mending Wall" while your house is on fire and collapsing around your ears. C'mon, ignore the flames and the ceiling caving in and speak up! I can't he-e-a-a-r you! Did I mention that everyone else around you is safe and sound, curled up in blankies with hot cocoa, and never a thought of a burning house? They're doing fine, so get with the program.
To earn a B in math class, you must explain in writing precisely how you came by all of your correct answers—Show your work!—while plunging off a 100-foot cliff without a parachute. C'mon, don't let a little breeze past your ears distract you from the larger purpose here. Oh yes, and everyone else around you? They are sitting safely on porch swings, dangling their legs happily as you fall.

—iStockphoto.com/Bodhi Hill

To earn a decent grade in science class, you must participate with others in a lab (and confront the Bunsen burner glaring at you), and must write the lab partners' names in full on the report, while you're struggling up the face of Mount Everest, breath heavy, legs burning, toes succumbing to frostbite. And all of your classmates? You guessed it—they're lounging in a hot tub in the Caribbean.
Are you in a wheelchair? To graduate from high school, we expect you to climb the front steps on your own two feet ... 20 times. Without falling. And don't come whining to us about needing a ramp or a railing! If we did that for you, we'd have to do it for everyone, and you can see how unreasonable that would be. Pleeaasse. Enough of the excuses already.
Are you blind? You must take a visual arts class and be able to capture on paper perspective, color, shading, shape, and emotional depth. You will do so first in pen and ink, then in watercolor, and finally through photography and film. No, of course we won't allow you to create three-dimensional models or find an alternative approach to the assignment!
OK, stop. Is your stomach in knots yet? Do you feel as if you've landed in a dystopian universe where basic human needs and common-sense decency are no longer standards to live by?

"What I know ... is that inside my son, there's a fire raging every time he's asked to do something on this alien planet called school."

Guess what? This scenario is precisely what we ask our students with Asperger's syndrome (commonly referred to as a type of high-functioning autism) to do every single day of their lives in K-12 schools across the country. Hey, it's a social world out there, and you'd better learn to play the game by the same rules as everyone else. Right?
I have watched my brilliant 16-year-old son write entire hard-rock albums to capture nuances of character and theme in a complex Shakespearean work, yet earn barely a B on an oral presentation about Edgar Allan Poe.
I have seen him get perfect answers in math, only to lose many points for not "showing" the work adequately. (In elementary school, the start of the math troubles, he was sent back from the math enrichment classroom because he kept showing up without a pencil.) I have seen him freak out over tests based exclusively on corrected homework—that somehow didn't manage to stay with his notebook, thereby earning him that toxic zero. Never mind the points lost for the disastrous notebook itself. (And this for a kid who was solving square roots in his head at the age of 5. Nowadays? "I can't do math," he tells me. What I tell him is that he's perfectly capable of doing "math"—he just doesn't "do school" as well.)
I have watched my son get a D on a science lab because he couldn't express enough details, had too many crossed-out errors in his lab report, and didn't list the full names of his lab partners.
And on and on and on. And on. The moments make me cry. But they make my son despair, disengage, melt down, care too much, or stop caring entirely. And I think, this is what we do to children? To brilliant, kind, compassionate, gentle children? All in the name of success?

Next Steps into Adolescence

2012-03-12T23:19:00.001-07:00

Having trouble viewing this email? Click here

Next Steps into Adolescence

A Workshop for Parents, Caretakers, and Professionals Supporting Children with an Autism Spectrum Disorder who are Approaching Adolescence

Where:

3535 Market Street
16th Floor
Room B
Philadelphia, PA 19104

Driving Directions

When:
Thursday April 5, 2012 from 8:30 AM to 3:00 PM EDT
Add to my calendar

As children approach and enter the teen years, they must deal with physical growth spurts, mindboggling hormone releases, and ever-changing and challenging social relationships. Children begin to care about being "cool," and classmates may no longer be as tolerant. For pre-adolescent children with ASD, these already complicated physical and social changes are compounded by the typical ASD-difficulties of reading social cues and understanding the behaviors of others. Consequently, children with ASD approaching adolescence have greater transition needs than most typically developing pre-teens.

By the end of elementary school, parents begin to look toward the future. They begin to think about what their children will be when they "grow-up" and worry if their children will ever "catch-up" academically and socially. Other concerns arise from the facts we know - preadolescence is a time children can develop seizures, have greater trouble sleeping, and are faced with greater academic demands at school. All in all, the transition into adolescence is a difficult one and a time when many families realize ASD is a life-long disability, that will require a life-time plan.

Presenters will include experts in the field of autism, including psychology, behavior, medicine, and social work
You will participate in a panel with family members of adolescent children on the autism spectrum

Cost: $25 for parents/guardians, $45 for professionals, $75 for professionals with continuing education credits* includes Resource CD, coffee, tea, and assorted beverages.

* Continuing education credits in Psychology, Social Work, Nursing, and Act 48 are pending approval of appropriate boards.

In order to keep costs low, lunch with NOT be provided. We ask that all participants pack and bring their lunch. Alternately, a light assortment of soups, sandwiches, and salads are available for purchase in the 16th floor cafeteria, and there are several lunch carts in front of the 3535 building.

Price does not include parking. For directions and parking options, please visit: http://www.centerforautismresearch.com/directions/directions_to_car

To register online, please click the "Register Now" button below.

To register by mail, please click "Get more information." Then print, complete, and return the paper registration form, along with your $25, $45, or $75 check or money order. Checks may be made out to "The Children's Hospital of Philadelphia" with "Center for Autism Research" in the memo line.

Teen/Young Adult Group

2012-03-05T13:44:00.000-08:00

This Sunday

Teen/Young Adult Group currently functioning-looking for new members

ASCEND Group

Sunday, March 11, 2012
3:00 PM

Home of Nancy Kleinberg and David Loewenstein
506 Conshohocken State Rd
Narberth, PA 19072

Will you attend?

Yes

10 Parents of Children with Autism going, including:

Denise Pettit

I think this is a great way to meet other parents of children on the spectrum and...

Nancy Kleinberg

I live in Narberth and Administer a Nursing Home. Have 3 kids. David is 19, bright,...

Jim

We are always looking for support in helping us do our best for our daughter who...

Nina

My son is 12 years old and has Asperger's Syndrome. He is very bright and friendly....

Laurence

Have a teenage son with Asperger's and always looking for additional info/support/socialization...

Young people 17-23, parents welcome. Ongoing social group with various activities, such as Dave and Busters, a pool party, but mainly just getting together. Been meeting for about a year and a half. There's a core group, but new people are always...
Learn more

More Meetups from this group

Mar

Buddy Club Bowling at 2:00 p.m.

Saturday, March 17, 2012 2:00 PM

RSVP

Mar

Buddy Club Bowling at 2:00 p.m.

Saturday, March 17, 2012 2:00 PM · 2 attending

RSVP

Apr

Buddy Club Bowling at 2:00 p.m.

Saturday, April 21, 2012 2:00 PM · 2 attending

RSVP

Teen/Young Adult Group

2012-03-04T09:05:00.001-08:00

New Meetup

Teen/Young Adult Group currently functioning-looking for new members

ASCEND Group

Added by Nancy Kleinberg

Sunday, March 11, 2012
3:00 PM

Home of Nancy Kleinberg and David Loewenstein
506 Conshohocken State Rd
Narberth, PA 19072

Will you attend?

Yes

2 Parents of Children with Autism going, including:

Nancy Kleinberg

I live in Narberth and Administer a Nursing Home. Have 3 kids. David is 19, bright,...

Nina

My son is 12 years old and has Asperger's Syndrome. He is very bright and friendly....

More Meetups from this group

Mar

Buddy Club Bowling at 2:00 p.m.

Saturday, March 17, 2012 2:00 PM · 3 attending

RSVP

Mar

Buddy Club Bowling at 2:00 p.m.

Saturday, March 17, 2012 2:00 PM · 2 attending

RSVP

Apr

Buddy Club Bowling at 2:00 p.m.

Saturday, April 21, 2012 2:00 PM · 2 attending

RSVP

Sponsored by ADDvantages Learning Center and ADDvantages Learning Center

fINDING a home/The Right to work

2012-02-29T17:56:00.000-08:00

Are you or a loved one preparing for adulthood?

We have some great information on residential options and employment just for you! The Autism Society is offering two past issues of the Autism Advocate, the Autism Society's membership magazine. For your gift of $25 or more by March 6, we will send you the following two titles of the Autism Advocate magazine and two Autism Society puzzle ribbon magnets:

Finding a Home, Residential Options for Individuals on the Spectrum

Regardless of the age of your loved one on the autism spectrum, it is important to begin to think about future living options. The articles in this issue can provide some helpful suggestions and assist you in creating a vision for an individual’s future. Topics include what to look for in residential services, architectural issues to consider when designing spaces for those on the spectrum, residential options, and more.

The Right to Work, Creating Integrated Employment Outcomes

The Right to Work, includes articles about federal and state government employment efforts and success stories from companies that are taking the lead in hiring individuals with autism. Read this article by an entrepreneur in Denmark who is taking his business model global to enable the creation of one million jobs around the world for people with ASD and similar challenges.

We will also send you two puzzle ribbon magnets, perfect for a refrigerator, locker or your car!

Please DONATE today to receive these two issues! Thank you for supporting the Autism Society.

Sincerely,

Your Friends at the Autism Society

Autism Conference- Building Bridges

2012-02-22T07:40:00.001-08:00

Having trouble viewing this email? Click here

Registration Includes:

- Breakfast

- Lunch

- Keynote Speech

- Workshops

- Exhibit Hall

- Children's Program

- Networking

- Vast Resources

- ACT 48 & APA Credits (if applicable)

Our Sponsors

Keynote Sponsor

Keynote Speaker

Peter F. Gerhardt, Ed.D.

Chair of the Scientific Council for the Organization for Autism Research

Visit conference website for more information about the 19 different workshops!

Register for one of the region's most prominent autism conferences

Green Tree Partnerships and La Salle University announce the 6th Annual Autism Conference

The Green Tree/La Salle conference is one of the largest, most highly regarded & prestigious autism conferences in the region for individuals with autism, their families & professionals who treat & provide support to this community.

Event Details

Building Bridges: Supportive Practices from Birth to Adulthood

Date: May 4, 2012

Time: 8:00 am - 3:00 pm

Place: Student Union Building, La Salle University, 1900 West Olney Avenue, Phila.

Cost: $40 Students/Parents; $80 All Others

How to Register:

Online at www.gtpartnerships.org

Phone: (609) 518-1259

Fax: (609) 518-1283

Mail: Autism Conference, C/O Event Mood, Corp., P.O. Box 321, Lumberton, NJ 08048

Who Should Attend

Parents and grandparents of children with autism

ASD children ages six and up and their siblings

Advocates

Caregivers

Community Leaders and Stakeholders

Healthcare Professionals

Doctors

Psychologists

Teachers

Therapists

People who want to learn more about Autism Spectrum Disorders among others

Click Image for Exhibitor Form

Exhibitors Wanted

Promote Your Products and Services

Do you offer products and services that support the autism community?

Would you like direct access to this target market? If so, we invite you to exhibit and get positive exposure at the 6th Annual Autism Conference on May 4, 2012

Previous Exhibitors: $125

New Exhibitors: $175

We provide:

- 6ft table displaying your information or products

- Table cloth

- Chairs

- Opportunity to promote your products and services

- Marketing opportunities

Sponsorship opportunities are also available. We invite you to join other companies such as Independence Blue Cross, among others, who have supported this annual conference and the autism community!

Click for advertising form

Advertisers Wanted
Make an even greater and longer lasting impression

Advertise in the 2012 Conference Program Book. This book is a pertinent resource guide that provides information about the various services available to this community.

Program Book Specifications:

Book Size: 5.5w by 8.5h

Full Color

Deadline: April 4, 2012 (Send ads as jpg or pdf files)

- Full Page $250 (4.5w by 7.5h)

- Half Page $150 (4.5w by 3.5h)

- Qtr Page $100 (4.5w by 1.75h or 2.125w by 3.5h)

- Biz Card $75 (2.125w by 1.75h)

For more information, contact:

Lavinia Awosanya

Event Mood, Corp.

(609) 518-1259

Conference@eventmood.com

Send ads by April 4 to conference@eventmood.com.

Forward this email

This email was sent to wirthedu@aol.com by lavinia.awosanya@gmail.com |

Update Profile/Email Address | Instant removal with SafeUnsubscribe™ | Privacy Policy.

Event Mood, Corp. | P.O. Box 321 | Lumberton | NJ | 08048

Freeing Yourself From Anxiety: The 4-step Plan to Overcome Worry and Create the Life You Want at Barnes & Noble - Plymouth Meeting, Plymouth Meeting PA

2012-02-21T17:02:00.000-08:00

Freeing Yourself From Anxiety: The 4-step Plan to Overcome Worry and Create the Life You Want at Barnes & Noble - Plymouth Meeting, Plymouth Meeting PA

Tamar Chansky
Freeing Yourself From Anxiety: The 4-step Plan to Overcome Worry and Create the Life You Want

Author Event

Sunday February 26, 2012 3:00 PM

Plymouth Meeting
The Metroplex, 2300 Chemical Road, Plymouth Meeting, PA 19462, 610-567-2900

Invite a Friend
Add to Calendar

Add to CalendarEmail Print

Quick directions
In the Metroplex.

See other events at this store


	Freeing Yourself from Anxiety by Tamar E. Chansky Paperback Reader Rating : See All Detailed Ratings Read customer reviews Write a review Usually ships within 24 hours More about this book	$16.00 List price $10.87 Online Price (You Save 32%) Add To List Check store availability

MapQuest Disclaimer, Terms & Conditions

Dan Marino Foundation plans vocational college in downtown Fort Lauderdale - Sun Sentinel

2012-02-08T11:57:00.000-08:00

Dan Marino Foundation plans vocational college in downtown Fort Lauderdale - Sun Sentinel

Dan Marino Foundation plans downtown Fort Lauderdale college for the developmentally disabled

Dan Marino plans to open a vocational college for young adults with disabilities… (Taimy Alvarez, Sun Sentinel)

February 07, 2012|By Larry Barszewski, Sun Sentinel

FORT LAUDERDALE — The Dan Marino Foundation's plans for a downtown college for the developmentally disabled could give students the real-world experiences they need to make it on their own.

For the foundation started by the former Miami Dolphins quarterback in 1992 after his 2-year-old son Michael was diagnosed with autism, the first-of-its-kind college in Florida is a natural next step.

The Dan Marino Foundation Florida Vocational College would help those with developmental disabilities move into adulthood. Marino's own son, now 23, has himself finished college and works as a DJ, performing under the name DJ 1 Tre.

Many of the college's students would live in nearby apartments and use readily available public transportation as they develop their independence. The school's goal is to get students jobs or to prepare them to be successful in a traditional college program.

"We're here to teach the skills, provide the supports and reduce the supports as the program goes along," said Kerri Parmelee, the foundation's transition program director.

A state analysis last year found that of 7,920 developmentally disabled students who left school district programs in 2008, only a fifth of them entered a post-secondary or adult education program the following year.

"A lot of our young adults are sitting at home, doing nothing," said Susan Morantes, the foundation's vice president for disability services. "We need to prepare them."

The foundation's endeavors for the developmentally disabled include Weston's Dan Marino Center — a partnership with Miami Children's Hospital — as well as a research institute and a summer job program for teens and young adults.

To house the college, the foundation paid $2.75 million last year for a three-story building in the 400 block of North Andrews Avenue. The school would be for students ages 18 to 28 who have been diagnosed with autism, Asperger's syndrome, Down syndrome, cerebral palsy and other disabilities.

Federal and state-mandated services for the developmentally disabled are only available up to age 22. The college would be open to those who have graduated from high school or those who did not graduate and are too old to be eligible for school district services.

Legislation this year to make the Marino Foundation's vocational college part of the state's higher education system passed the state Senate's higher education committee in January. The foundation is also seeking $1 million from the state for building renovations.

Foundation officials aren't confident the state designation will come through — Gov. Rick Scott vetoed similar legislation last year — but they are prepared to run the college as a private entity if the state effort fails.

The goal is to open the campus in the fall of 2013. The college will probably start off with no more than 60 students, officials said.

The North Andrews building would be the heart of college life, housing its student union, an art studio, a student lounge, fitness center and classrooms.

The building won't be a cocoon for students, who will be out on job sites, training programs or taking courses on other college campuses. Some students will participate in existing certificate programs — in auto mechanics, the culinary arts or other fields — offered in the region. The college is also developing a relationship with Nova Southeastern University for students to use its campuses.

"We wanted to create something, much like a two-year community college, but it's totally focused on vocational," said Mary Partin, the foundation's chief executive officer.

Partin anticipates an annual tuition of about $7,500 for the two-year program. The foundation wants students to have access to Pell grants and other financial aid available to college students.

The schedule would be divided into 15-week trimesters with 16 credit hours each, Partin said. Classes and other programs offered by the college would also be available to all.

"We are looking to become licensed and accredited and offering a certificate," Parmelee said.

Carmela Petruzelli, who co-owns The Factory Salon next to the foundation's building, said the college would be a needed shot in the arm for the area.

"They're going to upgrade the neighborhood, get rid of some of the sluminess," Petruzelli said.

The building will be renovated, the parking lot landscaped and improved, and a courtyard for students will be created behind the building, Morantes said.

Partin said the location is ideal for prospective students — close to public transportation, shops and services.

"They are perfect urbanites to live downtown," Partin said of would-be students, many of whom can't drive.

Chris Wren, executive director of the Downtown Development Authority, said the college would be a welcome addition on the edge of downtown.

"I'm glad to see someone going in there and investing in it," Wren said. "It comes with a great name. I love Dan Marino. I think it's awesome."

Autism Society - The Joint Statement of the Autism Society and Autistic Self Advocacy Network on the DSM-5 and Autism

2012-02-08T05:09:00.000-08:00

Autism Society - The Joint Statement of the Autism Society and Autistic Self Advocacy Network on the DSM-5 and Autism

The Joint Statement of the Autism Society and Autistic Self Advocacy Network on the DSM-5 and Autism

January 31, 2012
By Autism Society and ASAN

Basic priorities to keep in mind regarding the proposed definition of autism

As two national organizations committed to working to empower the autism and Autistic communities today and into the future, the Autism Society of America and the Autistic Self Advocacy Network issue the following joint statement regarding the definition of Autism Spectrum Disorder within the DSM-5.

The autism spectrum is broad and diverse, including individuals with a wide range of functional needs, strengths and challenges. The DSM-5's criteria for the new, unified autism spectrum disorder diagnosis must be able to reflect that diversity and range of experience.

Over the course of the last 60 years, the definition of autism has evolved and expanded to reflect growing scientific and societal understanding of the condition. That expansion has resulted in improved societal understanding of the experiences of individuals on the autism spectrum and their family members. It has also led to the development of innovative service-provision, treatment and support strategies whose continued existence is imperative to improving the life experiences of individuals and families. As the DSM-5's final release approaches and the autism and Autistic communities prepare for a unified diagnosis of ASD encompassing the broad range of different autism experiences, it is important for us to keep a few basic priorities in mind.

One of the key principles of the medical profession has always been, "First, do no harm." As such, it is essential that the DSM-5's criteria are structured in such a way as to ensure that those who have or would have qualified for a diagnosis under the DSM-IV maintain access to an ASD diagnosis. Contrary to assertions that ASD is over diagnosed, evidence suggests that the opposite is the case - namely, that racial and ethnic minorities, women and girls, adults and individuals from rural and low-income communities face challenges in accessing diagnosis, even where they clearly fit criteria under the DSM-IV. Furthermore, additional effort is needed to ensure that the criteria for ASD in the DSM-5 are culturally competent and accessible to under-represented groups. Addressing the needs of marginalized communities has been a consistent problem with the DSM-IV.

Individuals receive a diagnosis for a wide variety of reasons. Evidence from research and practice supports the idea that enhancing access to diagnosis can result in substantial improvements in quality of life and more competent forms of service-provision and mental health treatment. This is particularly true for individuals receiving diagnosis later in life, who may have managed to discover coping strategies and other adaptive mechanisms which serve to mask traits of ASD prior to a diagnosis. Frequently, individuals who are diagnosed in adolescence or adulthood report that receiving a diagnosis results in improvements in the provision of existing services and mental health treatment, a conceptual framework that helps explain past experiences, greater self-understanding and informal support as well as an awareness of additional, previously unknown service options.

Some have criticized the idea of maintaining the existing, broad autism spectrum, stating that doing so takes limited resources away from those most in need. We contend that this is a misleading argument - no publicly funded resource is accessible to autistic adults and children solely on the basis of a diagnosis. Furthermore, while the fact that an individual has a diagnosis of autism spectrum disorder does not in and of itself provide access to any type of service-provision or funding, a diagnosis can be a useful contributing factor in assisting those who meet other functional eligibility criteria in accessing necessary supports, reasonable accommodations and legal protections. As such, we encourage the DSM-5 Neurodevelopmental Disorders Working Group to interpret the definition of autism spectrum disorder broadly, so as to ensure that all of those who can benefit from an ASD diagnosis have the ability to do so.

The Autism Society and Autistic Self Advocacy Network encourage other organizations and groups to join with us in forming a national coalition aimed at working on issues related to definition of the autism spectrum within the DSM-5. Community engagement and representation within the DSM-5 process itself is a critical component of ensuring accurate, scientific and research-validated diagnostic criteria. Furthermore, our community must work both before and after the finalization of the DSM-5 to conduct effective outreach and training on how to appropriately identify and diagnose all those on the autism spectrum, regardless of age, background or status in other under-represented groups.

Ari Ne'eman
President of
Autistic Self Advocacy Network
aneeman@autisticadvocacy.org

Scott Badesch
President of
Autism Society
sbadesch@autism-society.org

Research Study

2012-02-01T07:22:00.000-08:00

CENTER FOR AUTISM RESEARCH

Research Treatment Study for 12-21 Year Olds with ASD

Do you have a child between the ages of 12 and 21 who has an autism spectrum disorder?

The STX209 (Arbaclofen) Seaside Therapeutics Research Study at The Children's Hospital of Philadelphia is looking for participants.

What are the goals of this research study?

We are doing a research study to learn more about an investigational drug called Arbaclofen. We want to know if this drug helps to treat symptoms of autism spectrum disorders, including social withdrawal, listlessness, or inactivity.

Who can be a part of this research study?

We are looking for individuals ages 12 to 21 who have been diagnosed with an autism spectrum disorder and who exhibit certain behaviors such as listlessness and inactivity, isolation from other children and adults, or fixed facial expressions and lack of emotional responses.

What will participants be asked to do?

We will ask you and your child to come to The Children's Hospital of Philadelphia a total of 7 times over the course of about 5 months for study visits. The study involves administration of either the study drug or placebo by mouth for 12 weeks followed by 28 days of withdrawal. Most visits will last between one and two hours, although visits toward the beginning and end will last longer. During each of the visits, a doctor will talk with you about how your child is doing. We'll check your child's weight, height, pulse, blood pressure, and heart function. We'll also take blood samples at certain visits. An electrocardiogram (ECG) will be performed to monitor your heart beating and will be performed twice during the study. As the parent, you will need to answer some written questions about your child and record each dose of study medication taken by your child. For each visit to our center, a small payment may be offered to offset travel expenses.

What are the benefits of taking part in this research study?

If you take part in this study, there may or may not be direct medical benefit to your child. However, your child will receive study-related care, monitoring, and frequent visits with the study doctor at no cost to you. We'll give you information about autism spectrum disorders and possible treatment options.

I want to help! Who do I call?

If you are interested in learning more about participation, please respond by phone or email with your phone number and the best time to reach you, and one of the members of our team will call you.

Study Contact:

Rosa Kim

267-426-7161

autism@email.chop.edu

www.centerforautismresearch.com

Study Contact:
Rosa Kim
267-426-7161
autism@email.chop.edu

www.centerforautismresearch.com

Study Contact:
Rosa Kim
267-426-7161
autism@email.chop.edu

www.centerforautismresearch.com

autismMatch is a tool that quickly and easily connects individuals and families in the Mid-Atlantic and adjacent regions with autism research studies on treatment, diagnosis, genetics, and brain imaging, as well as studies focused on common co-occurring problems related to sleep and anxiety. Children and adults with or without autism are welcome to join autismMatch. Click here to enroll online

University's program puts autistic students on path to independence - Pittsburgh Tribune-Review

2012-01-31T10:07:00.000-08:00

University's program puts autistic students on path to independence - Pittsburgh Tribune-Review

University's program puts autistic students on path to independence

By Mike Wereschagin, PITTSBURGH TRIBUNE-REVIEW
Sunday, January 29, 2012

Photos

click to enlarge

Social skills develop
Jasmine Goldband | Pittsburgh Tribune-Review

click to enlarge

Kenneth Schiff
Jasmine Goldband | Pittsburgh Tribune-Review

Photo Gallery

About the writer

Mike Wereschagin is a Pittsburgh Tribune-Review staff writer and can be reached at 412-320-7900, via e-mail or on Twitter.

ile

Nick Pusateri drapes himself across a couch in a bunker-like room in the basement of his apartment building

at Mercyhurst University in Erie.

His arms, legs and shoulders bend around one another as if hinged on extra joints. His neatly cropped,

reddish-brown hair lies forward, toward his square-rimmed glasses. Pusateri, 22, stares into the

Greek mythology book, his face impassive, and his voracious mind begins to feast.

When he was 2, doctors diagnosed Pusateri of Sewickley with autism, a spectrum of disorders

characterized by social impairment and communication problems. He's not intellectually impaired;

his professors say he's among their brightest students. He just lacks an intuitive understanding of

the unconscious gestures, invisible boundaries and tiny signals that weave into our social fabric.

But he's learning.

Schools such as Mercyhurst are developing programs to prepare an exploding population of

autistic students such as Pusateri to enter the work force and contribute their sometimes

astonishing intellectual abilities.

"We've never seen something that he wanted to master that he couldn't," said Pusateri's

mother, Dr. Dorothy Pusateri, an internist.

Nick Pusateri memorized the code on his library card at 13, once drew a detailed map of Sewickley --

including architectural and historical highlights -- from memory, taught himself the history of the

Mormon church and scored higher than 600 on the math section of his SAT college entrance exam

without ever taking an algebra class. The average score for male students in 2008 was 533.

"He intuitively figured out the answers" as he worked his way through the test, said Dianne Rogers,

director of Mercyhurst's Learning Differences program.

The Asperger Initiative at Mercyhurst -- Asperger's syndrome is a high-function disorder on the

autism spectrum -- began in 2008, and is among the country's most comprehensive. Young Pusateri,

a senior majoring in history and anthropology, has a 3.48 grade-point average and is on track to

become one of its first graduates this year.

Pusateri chose history, he said, because he's "pretty much interested in every subject imaginable,"

and history seemed to cover the broadest range.

He speaks with a uniform cadence and inflection, regardless of the subject, and when he stands still,

it's usually turned to the side, his spine and legs relaxed into an "S" shape.

When Mercyhurst faculty began planning the program about seven years ago,

"there was really no model. We had to ... create one," Rogers said.

"We didn't want it to be like a clinic. We wanted it to be a real college experience," she said.

Some students in the program are hypersensitive to sound, touch, lights, taste

. Loud noises can feel like a dentist's drill nicking a nerve.

The thought of social interaction can paralyze them. Some students pace in front of a

professor's door for an hour, repeatedly rehearsing a simple conversation.

Two roommates at Mercyhurst spent two months living together without saying a

word to each other inside their apartment.

Pusateri avoided the personal connections other people forge in college.

He doesn't make close friends and isn't romantically involved. He said

he probably won't keep in touch with anyone after he leaves Mercyhurst.

That's just how he is, he said.

"You get over the fact that your kid doesn't have friends, because you

realize he's just very happy the way he is. It's been a gift that

he's content," Dorothy Pusateri said.

Mercyhurst's program begins with a summer course called

Foundations, where high school students, usually in the summer

after their junior year, take college courses and live on campus.

By the program's fourth summer, word spread, and the response

was overwhelming.

"With a $400 advertising budget ... we had 200 inquiries,"

but only enough funding for 25 slots, Rogers said.

In the years since, administrators have dialed back the supervision afte

r finding the students were more capable --

and wanted more independence -- than they initially thought.

Push for social education

The number of adults diagnosed with autism in Pennsylvania is

expected to rise from fewer than 4,000 in 2010 to nearly

20,000 by 2020, according to a state study released in 2009.

That's attributed to a rapid increase in the

number of diagnoses, beginning about 20 years ago,

thanks to a greater understanding of autism.

The first wave of that population is reaching adulthood. The number of autistic students registered

with the University of Pittsburgh's Office of Disability Resources and Services rose from one or

two five years ago to about 50 now, said director Lynette Van Slyke.

If they don't learn social skills, most people with autism flounder, according to a study

the state Department of Public Welfare released Thursday. It found more than

two-thirds of adults with autism are unemployed, and just 6 percent are employed full time.

Because of their lost productivity and the cost of adult care, the lifetime "societal cost" of

a person with autism is $3.2 million, according to a 2007 study in the Archives of Pediatrics and Adolescent Medicine.

Dorothy Pusateri argues it's much cheaper provide social education for people with autism.

Because of how his mind works, her son "is incapable of being manipulative or deceitful.

He doesn't aspire to take away your job, my job or anybody else's job," she said.

"Make him a tax-paying member of society rather than someone who's dependent

on someone else for the rest of their life."

An 'opportunity to shine'

Programs that utilize an autistic person's academic prowess can allow them to blossom.

In such settings, their abilities define them rather than their autism, and that allows

them to interact with peers with less fear of being ostracized, Mercyhurst's Rogers said.

"When they're in high school, they're bullied, picked on. When they have the opportunity

to shine intellectually, it does translate into social skills," Rogers said.

In Nick Pusateri's classes, professors say he draws on his voluminous reading and

connects events and facts in ways that sometimes send his teachers back to the books

once class is over. He rarely hesitates to answer a question because he harbors

no fear of how he'll sound to his peers, said Chris Magoc, chairman of the history department.

Mercyhurst's program, which costs about $4,000 a year above tuition, includes social tutoring

and the option of not having a roommate, but pushes students toward self-sufficiency.

Students, with varying levels of monitoring, become responsible for their own food and

medication -- often for the first time -- and must adhere to the same code of conduct

as every other student.

Pusateri spent an uncomfortable seven weeks living in a tent in the New Mexico

desert on an archaeology dig -- something his parents could scarcely imagine was

possible a few years ago. The experience helped him settle on library sciences as a

career, and he has been accepted into every graduate program to which he's applied,

including Drexel University and Indiana University, in Bloomington, Ind., his top choices.

It's a fitting pursuit, his mother said. Nick Pusateri made weekly trips to the local library

when he was growing up and stayed in the campus library so late so often during

his first two years at Mercyhurst that library staff often checked the building for

him before locking up at night.

"He lives with two other guys on the spectrum. He does his own cooking,

his own laundry, his own shopping," Dorothy Pusateri said. "If you'd have said,

when he was a freshman or sophomore in high school, 'Can he do that?'

I would've said, 'Nope. That's not in the realm of possibility.' "

Looking forward

Nick Pusateri worked as a mentor this summer at Mercyhurst's Foundations program --

the same one he attended as a prospective student. He worked with the newcomers

through their outbursts, awkwardness and uncertainty.

"It was kind of like a reflection. I saw myself," he said.

Pusateri's parents, Dorothy and David, take pride in their son's independence,

but the old worries return. Graduate school will require more of Nick, and

will take him farther from home. But for the first time, the young man's parents

are not the only ones looking ahead.

"I care more about my future than when I started out," Nick Pusateri said.

He struggles to say how that happened.

"It's really hard to describe as a basic pattern, or a route of progression.

It's very difficult to put this in perspective," he said.

Dorothy Pusateri concentrates on what's next.

"Your heart is in your throat." She hopes for the best, and listens to the voice telling her: "Just let him go."

Internships- getting your "foot in the door"

2012-01-22T09:44:00.000-08:00

Internships

Internships

Find an Internship

Apply

Internship Success

From Penny Loretto, your Guide to Internships

2012 About.com Readers' Choice Awards begin on January 18 at midnight. This is a great opportunity for you to vote on the best of the best internships and more...
Please be sure to nominate your favorites for best internships and internship sites for finding internships. Voting will begin on February 22 and winners will be announced on March 30.

Finding the Right Internship for You

Trying to find the right internship for the summer? First of all, you will have to identify what is the right internship for you. Are you looking to get experience working... Read more

Setting Goals for Finding a Summer Internship

As we enter 2012, I am just sitting down to write my personal and professional goals for the New Year. Each year I find that my personal goals are pretty... Read more

Internships Abroad

There are numerous special abroad programs that are available only to undergraduate, graduate students, and recent graduates. The best time to seek an international work experience is while you are still a student or recently graduated. When looking for an internship abroad be prepared to ...http://internships.about.com/od/internshipresources/index.htm">Read more

Internship Success

Successful internships depend on many things including clear expectations of both the intern and the employer; excellent communication, interpersonal, organization, and time management skills; as well as ...Read more

Internships Ads

Internship

2012

Intern

Jobs or Internships

Internships Co Op

Choosing a Therapist

2012-01-17T11:00:00.000-08:00

Volume 63

Hi, I'm Craig Kendall, the author of The Asperger's Syndrome Survival Guide. In today's issue we will discuss...

Picking a Therapist for your Asperger's loved one

Selecting a therapist for your loved one is not easy. Some are excellent and some never seem to help your loved one.

My personal experience is that my wife and I had to go through several therapists before we finally found one that truly helped my son. Once we found her, though, there was nearly immediate improvement. Of course it was little things, but she was able to really connect with our son.

For guidelines and steps for selecting a therapist click on the link below.

Click here to view this newsletter

http://www.AspergersSociety.org/articles/63.htm

Learn how to...

Make and keep friends

Building relationships

Get and KEEP a job

Minimize depression and add meaning to your life

Understand therapy options and much more.

This book is not only for adults who have Asperger's but also for their loved ones

==> Please feel free to email this free newsletter to friends and family<===

To make it easy, all you have to do is click on the "Email a Copy" link below. Just click on the link and your email system will open all ready to send a copy. Just ...

Enter their email address
Enter their name at the beginning of the email
Enter your name at the end of the email

CLICK HERE to email a copy

Thank you,

Craig Kendall, Author

Autism Society Sensory Friendly Film

2011-11-30T04:20:00.000-08:00

We hope you are looking forward to our first-ever PG-13 adult AMC-
Autism Society Sensory Friendly Films screening tomorrow!
However, please note that Wednesday’s title has been changed
from The Twilight Saga: Breaking Dawn – Part 1 to Tower Heist.
The date, participating theatres, and time of the movie has not changed.
We hope to see you tomorrow evening, November 30, at 7 p.m.
For a list of participating AMC theatres,
visit www.autism-society.org/sensoryfilms.

Sincerely,

Your Friends at the Autism Society

Autism Society | 4340 East-West Hwy, Suite 350 | Bethesda, Maryland 20814

Handbook Offers College Advice For Students With Autism - Disability Scoop

2011-10-26T17:53:00.000-07:00

Handbook Offers College Advice For Students With Autism - Disability Scoop

Email Print

Handbook Offers College Advice For Students With Autism

By Michelle Diament

October 25, 2011 Text Size A A

A new guide released this week offers a step-by-step look at college life for those with autism —

offering tips on everything from classroom accommodations to dealing with roommates —

and it’s written by adults with the developmental disorder.

At over 100 pages, the handbook produced by the Autistic Self Advocacy Network

is said to be the first-of-its-kind to be geared toward individuals with autism rather

than parents or professionals.

It’s punctuated by first person accounts and frank talk, offering young people with autism

a look at the changes they can expect when transitioning to college both socially and academically.

The guide also touches on topics like self-advocacy, independent living and basics like

maintaining good eating and sleeping habits.

Dubbed the “Navigating College Handbook,” the guide is available as a free download or in print

Save The Date:Tuesday, October 18-7PM Barnes and Noble's Ply Mtg

2011-10-15T04:30:00.000-07:00

Plymouth Meeting College Aspies Meets this Tuesday. Join us to share resources, network, learn from the success of others (.www.meetup.com/pmca-list/). No tricks-just treats.

Call Cynthia Wirth at 928-660-3919 for directions and more information.

Distinguished Lecture Series - Dr. Deborah Fein

2011-10-11T07:17:00.000-07:00

Distinguished Lecture Series - Dr. Deborah Fein

Having trouble viewing this email? Click here

The Center for Autism Research (CAR)
Distinguished Lecture Series Presents

Deborah Fein, Ph.D.
Department of Psychology and Pediatrics
University of Connecticut

When:

Thursday, October 20th

7:00pm - 9:00pm

Where:

Abramson Research Center
Room 123 ABC

3615 Civic Center Blvd

Philadelphia, PA 19104

Driving Directions

Please RSVP to hold your seat

Parking is available in the Wood Center Garage for $4. To access this garage, travel south (away from the Penn campus) on 34th St. past the main Hospital building. Make a right onto Osler Circle at the second light and proceed to the security booth. A ramp entrance to the underground Wood Center garage is on your right. Once you exit the Wood Center garage, you will see Abramson Research Center (large glass building) in front of you.

Please allow yourself 10 minutes to park and walk to the building.

Accreditation Statement

The Children's Hospital of Philadelphia is accredited by The Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

AMA Credit Designation Statement

The Children's Hospital of Philadelphia designates this educational activity for a maximum of 1.0 AMA PRA Category 1 Credit(s) TM. Physicians should only claim credit commensurate with the extent of their participation in the activity.

APA Accreditation Statement

The Children's Hospital of Philadelphia is approved by the American Psychological Association to sponsor continuing education for psychologists. The Children's Hospital of Philadelphia maintains responsibility for this program and its content.

"Outcomes for Children with Autism Spectrum Disorders: Research from the University of Connecticut"

Dr. Deborah Fein is a clinical psychologist whose research interests involve the neuropsychology of autism spectrum disorders (ASDs), as well as issues in child and adult neuropsychological assessment. She has published over 100 articles, chapters, and books focusing on topics such as language, memory, attention, social interaction, and early detection, as they pertain to autism.

Dr. Fein will discuss two research projects at the University of Connecticut that have direct implications for clinical practice in the community. With regards to early detection of ASD, Dr. Fein's research team is validating a widely-used screener (the M-CHAT-Revised) and following children evaluated at ages 2 to 4 to see how early evaluations can predict child development and symptoms at age 4.

Dr. Fein will also discuss her research on "optimal outcome," in which her team is following a group of children who no longer meet criteria for an ASD diagnosis. Dr. Fein's research team is collecting data on which treatments these children received and whether they have residual weaknesses in language, social functioning, psychiatric disorders (e.g. anxiety and depression), or cognitive/executive/academic functioning. Dr. Fein will explain the possible ways in which children with an apparently lifelong neurodevelopmental disorder can "lose" the diagnosis.

This lecture is intended for families of individuals on the autism spectrum and professionals supporting individuals on the autism spectrum. We also invite anyone who is interested in learning more about ASD.

Upon completion of this lecture, participants will be able to:

Describe what the early detection of ASD can predict on development and symptoms.
Explain the background and interventions of children and adolescents with previous ASD diagnoses.
Describe possible ways for children with a neurodevelopmental disorder can lose their diagnosis.

Please RSVP to hold your seat

Event Contact:

Sohee Kim

autism@email.chop.edu

267-426-1392

www.centerforautismresearch.com

Forward email

This email was sent to wirthedu@aol.com by autism@email.chop.edu |

Update Profile/Email Address | Instant removal with SafeUnsubscribe™ | Privacy Policy.

Education Week: Pilot Aims to Ready High Schoolers for Community College in 2 Years

2011-10-04T10:33:00.000-07:00

Education Week: Pilot Aims to Ready High Schoolers for Community College in 2 Years

By Catherine Gewertz

Twenty-one high schools in four states are working this fall to restructure their academic programs into

“lower division” and “upper division” courses that are aimed at readying all students for community college

by the end of their sophomore year.

Students who pass a series of exams, at that point, could leave high school and enrol

l—without remedial courses—in a two-year college, or stay in high school to take additional technical

coursework, or pursue studies that prepare them for a university.

The approach, modeled after “board-examination systems” in use in such countries as England,

is part of a pilot program announced Monday by the National Center on Education and the Economy,

a Washington-based advocacy group.

The 21 schools in Arizona, Connecticut, Kentucky, and Mississippi have agreed to choose from

specified packages of curricula and exams. For the lower division, in a student’s first two years,

schools may use the ACT’s QualityCore program or the University of Cambridge’s International

general-level program. For the upper division, schools may choose junior- and senior-level courses

from ACT QualityCore, the Cambridge International A and AS level programs,

the International Baccalaureate program, or the College Board’s Advanced Placement International Diploma Program

. The programs include English/language arts, mathematics, science, social studies, and the arts.

Marc S. Tucker, the NCEE’s president, said the idea is to ensure that every student acquires, at a minimum,

the skills needed to succeed in community college, opening the possibility of proceeding smoothly

into a variety of pathways offering good wages or more training.

He acknowledged that some view such a system, with its midway-point decisions,

as tracking students with lesser skills into less-ambitious pathways. But he contended it’s the opposite.

“Tracking happens when educators provide kids with different curriculums with

different challenge levels based on assumptions about their capacity,” he said.

“This denies them opportunities. We are finding out what it takes to be successful in community college

and making sure every child can reach that standard before they leave high school, so they can choose

from all available options. That doesn’t close down opportunities; it expands them.”

Students can pass lower-division exams when they are ready, Mr. Tucker added.

Those who don’t pass the first time will be given additional support to retake them.

Likewise, schools will provide tutoring and other supports for incoming freshmen with

weak academic skills, according to the NCEE’s outline of the pilot. Each school will determine

how 9th grade readiness will be assessed, but many will be able to use statewide tests given in

8th grade as an indicator, he said. Teachers will also be trained in the new curricula their schools adopt,

and NCEE staff members will work with the schools as they implement the new programs.

A key piece of the approach is that passage of lower-division exams will serve as a passport

to skip remedial courses in community college. The two-year colleges that serve the 21 schools

have agreed to that in principle, Mr. Tucker said, but a technical-advisory committee still must

determine the cutoff scores on each set of exams that correspond to readiness for credit-bearing

community college coursework.

Lengthy Venture?

The pilot program came in for praise from Kati Haycock, the president of Education Trust,

a Washington-based group that presses for better opportunities for disadvantaged students and

has raised alarms in the past about tracking. She commended the use of one challenging curriculum

for all students, saying that too often, a “different” approach for some means a lesser course of study.

“What I like here is that the core idea is the same rich curriculum for all kids, with extra supports

where it’s needed,” Ms. Haycock said. “It’s high-end stuff for all kids, and that’s job number one.”

Reflecting an ongoing argument in the field, Ms. Haycock did take issue with the program’s inherent

assumption that students need different skills for two-year colleges than they do for broad-access four-year colleges.

The ACT’s own research, she noted, has found the same skills are required for credit-bearing work in both

types of institutions.

Schools in the pilot face a big stumbling block in trying to get all their freshmen up to speed quickly, said Mel Riddile,

the associate director of high school services for the National Association of Secondary School Principals, based in Reston, Va.

“How do you bring all the other kids along—the kids learning English, special education students, the kids whose skills aren’t strong?”

said Mr. Riddile, who led two Virginia high schools before joining the leadership of NASSP. “You have to go all the way back

into middle school to make sure your kids are entering 9th grade prepared for what they’ve got in mind here.

You can’t wait until they walk into high school to offer supports.”

Related Blog

As principal of JEB Stuart High School in Falls Church, Va., from 1996 to 2006, Mr. Riddile offered all students the IB program.

It took years of steady work with the feeder middle schools to enable even half his students to be ready for it, he said.

“I’d guess this [pilot] will take five to seven years of work to get most kids coming into 9th grade with the needed skills,” Mr. Riddile said.

“In the short term, they need massive supports in 9th grade. You literally need to hold these kids’ hands to make up for the resource deficit they’ve had.”

Eight states had originally agreed to involve 10 to 20 schools each in the pilot program, but fiscal constraints downsized the program.

Some of the money was to come from a $350 million Race to the Top grant assessment program, but the NCEE’s group

did not win part of that money. That, combined with increasingly austere state budget situations, prompted Maine, New Hampshire,

New Mexico, Pennsylvania, Rhode Island, and Vermont to withdraw. Arizona and Mississippi then joined the effort.

Aspiritech Provides Tech Jobs for Individuals with Autism | Autism Key

2011-09-30T05:16:00.000-07:00

Aspiritech Provides Tech Jobs for Individuals with Autism | Autism Key

Aspiritech Provides Tech Jobs for Individuals with Autism

Posted on September 28, 2011 by Susan Moffitt

It’s common knowledge that adult individuals with autism spectrum disorders (ASD) are chronically underemployed or unemployed. But shockingly,

a 2009 U.S. Department of Education survey found that the employment rate for young adults with autism was at the same level as that for

deaf-and-blind young adults and even below that of individuals with blindness alone, learning disabilities or traumatic brain injuries.

In the midst of this dismal reality, some progress is being made.

Yet another company hiring individuals with Asperger’s for computer tech jobs is finding success, this time in Highland Park, Illinois.

Aspiritech draws inspiration from the Danish company called Specialisterne, or “the Specialists” which seeks to find tech employment

for a million individuals on the spectrum through its global chapters. NonPareil, an autism non-profit tech training center in Plano, Texas

is still another program we’ve recently reported on that plans to provide living quarters and jobs to high and lower functioning individuals

as the company expands.

Organizations such as Aspiritech, The Specialists and nonPareil harness the intense focus, love of repetition and detail-oriented nature

of individuals with autism to great effect. The companies’ prestigious clients are uniformly pleased with the results of hiring ASD companies.

Dan Tedesco of Shelton, Conn.-based HandHold Adaptive, used Aspiritech to test an iPhone application, noting, “There is a pride in their

product you don’t usually see in this type of work” and that “they exceeded his expectations.” He found their prices competitive and

appreciated being able hire within the U.S.

Many of Aspiritech’s software testers were adults when they first learned they were on the autism spectrum, missing out on the

tremendous strides in autism in the course of their lifetime. Aspiritech gives them a safe and understanding work environment

and also helps them forge needed social skills by teaching the 20- and 30-somethings how to work together and taking them on

organized outings in the community such as bowling and dining in restaurants.

Right now, the company’s revenue is 60% donations and 40% revenue from clients, an equation they hope to keep rebalancing

— in the immediate future, they seek 50/50 revenue. Employees are paid $12 to $15/hour, with the appreciation that they are learning job

skills that will prepare them for bright futures within the tech industry.

I’m thinking there should be a humanities equivalent of these kind of job initiatives. Not everyone with autism is a techie. I would love to see

equivalent programs for careers in the media and arts.

ABOUT THE AUTHOR:

Coaching aspies4college

ASPEN'S Statement Regarding the Recent Tragedy in Newtown, CT

The Autism Advantage - NYTimes.com

The Autism Advantage

By GARETH COOK

Published: November 29, 2012 259 Comments

More

Joachim Ladefoged/VII, for The New York Times

3 Ways to Compare College Options

We Connect Now Created by: Gabriela McCall Delgado She created We Connect Now while a freshman in college in 2008. She has a learning disability and is a recent graduate from LSU with a BA in Philosophy.

HOME

Help for teenagers to make Their Own Choices

Teenagers must learn to make their own choices. Do they have the tools?

Giving choices will teach teens about decision making and accepting the consequences of their choices both good and bad, as well as help them realize they will eventually have more control over thier lives.

This library of information will help guide them on their way to making A LIFETIME of good choices!

by: Susan M. Heighway, Susan Kidd Webster

by Jerry Newport, Mary Newport

Two books that will equip teens with the tools they need to make strong choices and forge healthy paths to adulthood!

Book #1 - S.T.A.R.S Book #2 - Autism / Asperger's and Sexuality: Puberty and Beyond for just $49.00 $39.85

2012AgencyNight.

Education Week: Learning With Asperger's: A Parent's Perspective

Next Steps into Adolescence

Teen/Young Adult Group

Teen/Young Adult Group currently functioning-looking for new members

ASCEND Group

Teen/Young Adult Group

fINDING a home/The Right to work

Autism Conference- Building Bridges

Freeing Yourself From Anxiety: The 4-step Plan to Overcome Worry and Create the Life You Want at Barnes & Noble - Plymouth Meeting, Plymouth Meeting PA

Tamar ChanskyFreeing Yourself From Anxiety: The 4-step Plan to Overcome Worry and Create the Life You Want

Dan Marino Foundation plans vocational college in downtown Fort Lauderdale - Sun Sentinel

Dan Marino Foundation plans downtown Fort Lauderdale college for the developmentally disabled

Autism Society - The Joint Statement of the Autism Society and Autistic Self Advocacy Network on the DSM-5 and Autism

The Joint Statement of the Autism Society and Autistic Self Advocacy Network on the DSM-5 and Autism

Basic priorities to keep in mind regarding the proposed definition of autism

Research Study

University's program puts autistic students on path to independence - Pittsburgh Tribune-Review

University's program puts autistic students on path to independence

Internships- getting your "foot in the door"

Choosing a Therapist

Picking a Therapist for your Asperger's loved one

Autism Society Sensory Friendly Film

Handbook Offers College Advice For Students With Autism - Disability Scoop

Handbook Offers College Advice For Students With Autism

Save The Date:Tuesday, October 18-7PM Barnes and Noble's Ply Mtg

Distinguished Lecture Series - Dr. Deborah Fein

Education Week: Pilot Aims to Ready High Schoolers for Community College in 2 Years

Lengthy Venture?

Aspiritech Provides Tech Jobs for Individuals with Autism | Autism Key

Aspiritech Provides Tech Jobs for Individuals with Autism

Teenagers must learn to make their own choices.
Do they have the tools?

Book #1 - S.T.A.R.S

Book #2 - Autism / Asperger's and Sexuality:
Puberty and Beyond

for just $49.00 $39.85

Tamar Chansky
Freeing Yourself From Anxiety: The 4-step Plan to Overcome Worry and Create the Life You Want