1. Bridging the Gap Between Autism Spectrum Disorder and Higher Education University of Arkansas Team Leader: Johnathon Paape Claire Andrews Savannah Ping Kayla Woessner

2. Purpose
Autism Spectrum Disorder (ASD) affects 3.5 million people in the United States (Beuscher et al., 2014).While there are many programs set up to help students with ASD lead successful, fulfilling lives both during and after High School, many students are not able to meet the requirements colleges set for admissions due to lack of preparation at the High School level. This proposal will introduce plans to assist ASD students with the preparation and transition to college from HS, as well as plans to guide their success through college graduation

3. Proposal
To implement a multi-stage transition program aimed at increasing not only the number of disabled and ASD students that transition from HS to college, but also the continued academic and social success of those students while in college

4. Research
Chiang et al. (2012) found that “parental expectations and annual household income were significant predictors” of college attendance (p. 694). Their findings suggested “the importance of providing a high- quality academic program” for autism students while still in high school (p. 694). It was also determined that schools that focus on preparing ASD students for college increased their likelihood of college participation by 330% (2012, p. 693).
Carmarena & Sarigiani (2009) support the parental expectations predictor with their findings that “both mothers and fathers noted academic accommodations as being in important form of support in future college success” (p. 123).
Roberts (2010) suggests that transition planning can help students with an ASD as they “may require more planning and ongoing support than students without an ASD” (p. 154)

5. The Rising Star Project
The Rising Star Project will be a two-phase project that will allow students to successfully matriculate from high school to college and complete an Associate’s degree
Two main phases of the project:
The Students with Disabilities Transition Program (SDTP)
Occupation and Life Skills Program (OLS)

6. Phase I: The Students with Disabilities Transition Program (SDTP)
By utilizing the Individualized Education Program (IEP) from the Individuals with Disabilities Education Act (IDEA), the institution will team up with local high schools to offer transitional services, as well as academic and social support to students with disabilities (including, but not limited to ASD)
The program will be led by the college’s Disability Resource Center in conjunction with high school special education programs and counselors
Each participating student will have an individualized plan created for them that includes each facet required by the IDEA (sec. 614, p. 63)

7. Phase I: The Students with Disabilities Transition Program (SDTP) cont…
After successful completion of the SDTP, the student would then be eligible to apply for admission to the college and into the OLS degree program

8. Phase II: Occupation and Life Skills Program
Developed by Bellevue College in Bellevue, WA
Allows participants to gain valuable life, social, and work skills by developing critical thinking, soft, and self-determination skills
Students graduate with an Associate’s degree in four years
While originally created for adult-learners, a similar program could be modeled to serve students leaving high school

9. Phase II: Occupation and Life Skills Program cont…
Implementation based on Astin’s Theory of Student Involvement (Astin, 1984)
By developing a program geared towards increasing students’ social and academic involvement on the campus, the students in turn are more likely to be successful in college
Social involvements would be the collaboration of students through a common academic goal and mutual understanding of each other, as well as community tasks that are required through the program
Academic involvement also comes from the common academic goal, as well as the gaining of life skills through classes and internships

10. Funding
In conjunction with local schools, the institution will work to take part in funding through the Individuals with Disabilities Education Act:
Part B Funding
Under this act, schools that provide services as defined by IDEA may be entitled to a certain amount (excess cost) of funds to help disabled students
Part D Funding
Part D includes funding for educational improvements as well as transitional services for students with disabilities
While some funding may be available through IDEA, the college may have to provide some funding themselves to ensure the success of the project.

11. Funding cont…
While it is difficult to get an exact cost measure, as a comparison, Upward Bounds, a similar transitional program, in FY 2015 averaged $324,001 per applicant in federal funding awards. The average cost per participant ran $4,293.
According to the National Education Association, the current average cost of educating special education students is $16,921. While the college would not be fully involved in the education aspect of HS students, the cost to run the program would be higher than other similar programs

12. Conclusion
There is much research to show that transitional programs can help increase students’ with disabilities participation in college. While many institutions may be involved in outreach, few are involved directly with the students themselves to enable, encourage, and guide them to attend college. Through this multi- stage program, more students with disabilities, including ASD, could have a chance at a better future by means of the social and economic improvements higher education can bring

13. References http://www.nea.org/home/19029.htm
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of college student personnel, 25(4),
Camarena, P. M., & Sarigiani, P. A. (2009). Postsecondary educational aspirations of high-functioning adolescents with autism
spectrum disorders and their parents. Focus on Autism and Other Developmental Disabilities, 24, 115–128.
Chiang, H. M., Cheung, Y. K., Hickson, L., Xiang, R., & Tsai, L. Y. (2012). Predictive factors of participation in postsecondary education for high school leavers with autism. Journal of autism and developmental disorders, 42(5),
Individuals with Disabilities Education Act
Roberts, K. D. (2010). Topic areas to consider when planning transition from high school to postsecondary education for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 25(3),