Audio interview. Dr. Schalomon: “If you don’t quite know what the student needs, go to the student and ask.”
Video interview. Brief discussion of one student’s success auditing classes on a community college campus in preparation for the transition to higher ed.
Be aware of unconscious bias in interviews, plan for it, and be prepared to disarm it if necessary. For example: if you find eye contact challenging, acknowledge it and then communicate that you are glad to be there and are engaged in the discussion.
When we talk about folding autistic and differently-abled students into community colleges and STEM careers, what we’re really talking about is best practices for everyone. It follows that when our most disadvantaged students’ needs are met, we are leveling the playing field for all, with or without a “documented need.” Thank you for believing in students like me.
UDL is a framework for designing based on three broad principles tied to how our brain functions in terms of networks.
What advantages are there to adjusting the traditional grading system and working on something more specific to an individual student?
Video interview. Having your syllabus state that you support students with disabilities is just one way to create inclusivity and demonstrate your support for all students.
Young people on the spectrum often feel increased judgement and pressure to fit in with their [neurotypical] peers…We need more awareness of the mental health issues many young people on the spectrum may face.
Sometimes it’s not possible to avoid a sensation. When you’re exposed to a distressing stimulus, try to breathe slowly and deeply.
Always be respectful and professional when corresponding with a professor or course instructor. Using “Dear” to begin emails, using the professor’s last name (i.e. Professor Brown), and signing off with a “Thank you,” or “Sincerely” goes a long way!