Optimizing Transition Supports for Young Adults With Autism Lessons Learned From the Learning Academy at USF RAISE Summit June 26, 2017 Susan Richmond, Coordinator

The Learning Academy Thirty week (2 semester) post secondary experience for young adults with ASD located at the University of South Florida The Academy provides an opportunity for participants to develop and achieve employment goals and enhance independence

Learning Academy Components Employment and job preparation Interaction in a post secondary environment Self-Exploration/Discovery Relationships with USF student mentors

Learning Academy Format Mixture of classwork, mentoring, internships Classes held four mornings a week Mandatory student mentor activities Internships based on preferences Students pay privately or are funded through Vocational Rehabilitation Parent Workshop offered monthly

Student Outcomes A final action plan Knowledge strengths, abilities and preferences Strategies and techniques, to enhance employment success Hands on experience in an internship setting Resume Ability to conduct career research Job seeking skills

Evaluation Baseline, monthly and at the end of the program Course content, student and family satisfaction, collaborator satisfaction, the extent to which the program is meeting its established goal Surveys, interviews, documentation and student progress reports Conducted a formal evaluation in 2015 to determine essential elements contributing to “student transformation”

Three Elements for Success Developing knowledge and self –awareness Opportunities to practice knowledge gained Engaging in an environment of safety and support

Knowledge and Self-Awareness “It’s like nobody really sat down and explained to some of these folks what their disability is and what that means and what it doesn’t mean, and how do you work around it and how do you make it not a big deal because it doesn’t define you. It’s just part of you, but it doesn’t define you.” (TLA Staff member)

Knowledge and Self-Awareness Exploring student aptitudes and interests Developing concrete job-seeking skills Raising self-awareness about ASD

Opportunities to Practice Skills “We know that people with autism certainly have difficulties generalizing information. So we wanted to give them the opportunity to take what you’re learning in the classroom and apply it somewhere that made a contextual fit for it, made it relevant, used it across different people and different places.” (TLA Mentor)

Opportunities to Practice Skills Building skills to address traditional challenges associated with ASD Offering opportunities for practice in real world settings

Engaging in an Environment of Safety and Support “…the idea of being on a college campus with other students. It made her feel like she was just one of them. And it just sort of gave her the permission to go and explore without being afraid. And she felt very safe. She felt like this is it. Nothing’s going to happen around here and she just went for it. So she felt very safe in this kind of environment.” (TLA parent)

Engaging in an Environment of Safety and Support Taking advantage of the campus environment Supporting parents to let go Benefitting from the mentoring relationship

Suggestions for transition professionals Take the time for Discovery Create mentoring opportunities and relationships to offer support Career focused mentoring

Questions?

University of South Florida Contact Us The Learning Academy University of South Florida Susan Richmond M.Ed. srichmond@usf.edu (813) 974 - 2996 http://learningacademy.fmhi.usf.edu