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Sunday, January 22, 2012
Internships- getting your "foot in the door"
Tuesday, January 17, 2012
Choosing a Therapist
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| 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 oneSelecting 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.
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| ==> 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 ...
Thank you, Craig Kendall, Author | |||
Make and keep friendsWednesday, November 30, 2011
Autism Society Sensory Friendly Film
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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 |
Wednesday, October 26, 2011
Handbook Offers College Advice For Students With Autism - Disability Scoop
Handbook Offers College Advice For Students With Autism - Disability Scoop
Handbook Offers College Advice For Students With Autism
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 printSaturday, October 15, 2011
Save The Date:Tuesday, October 18-7PM Barnes and Noble's Ply Mtg
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.
Call Cynthia Wirth at 928-660-3919 for directions and more information.
Tuesday, October 11, 2011
Distinguished Lecture Series - Dr. Deborah Fein
Distinguished Lecture Series - Dr. Deborah Fein
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Center for Autism Research | 3535 Market Street | Suite 860 | Philadelphia | PA | 19104 |
Tuesday, October 4, 2011
Education Week: Pilot Aims to Ready High Schoolers for Community College in 2 Years
Education Week: Pilot Aims to Ready High Schoolers for Community College in 2 Years
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.”
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.
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