Ohio State University. Office of Outreach and Engagement
Abstract
While in high school adolescents have a myriad of opportunities to connect with their peers and the community. As they become young adults, these opportunities decrease for a number of reasons. Add to this equation, a developmental or intellectual disability such as Autism Spectrum Disorder (ASD) or Down Syndrome; along with fewer opportunities now barriers of social communication, planning, navigation, and transportation are further limiting. To circumvent some of the challenges, an intervention specialist, speech pathologist, and occupational therapist from Dublin City Schools Postsecondary Access to Transition after High School (PATHS) program teamed with social workers from Ohio State's Nisonger Center Social Programs Department. Together they developed a collaborative class to nurture a sustainable relationship between transition students with disabilities moving from high school to adult life experiences and Ohio State students with ASD. For the Ohio State students the Postsecondary Linking Advocacy and Navigation (P.L.A.N.) class would provide an opportunity to mentor older adolescents for development of their leadership skills, and a chance to share the changes they experienced while matriculating from high school to college. In addition, the Ohio State students would reflect on how they increased their independent living skills, and share the obstacles along the way. This partnership represented a transition learning activity that supported employment, education and independent living outcomes. The benefit of linking students with disabilities still receiving school-based services with students with disabilities receiving college-level supports allows for networking, skill building, and discovery of post school success. Citizenship, resilience, independence, and creative problem-solving are at the forefront of this partnership. Together, they found opportunities to foster organic learning environments that will engage, excite and ultimately captivate all students into learning. This poster will outline the curriculum developed to address course goals of enhancing confidence and achievement at higher level; balancing a range of academic and professional responsibilities; providing role modeling for student leadership; facilitating the development of increased competencies and stronger interpersonal skills; and providing exposure to diverse perspectives and experiences. This presentation is suitable for those developing sustainable diversity and inclusion programs for a wide range of individuals with and without disabilities. Many adolescents lack the ability to problem solve and make sound decisions independently, accept the perspective of others, and serve as leaders and role models to their peers. This model could be utilized in schools, with community organizations, and on college campuses.AUTHOR AFFILIATION: Karen Krainz Edison, program manager, Nisonger Center, [email protected] (Corresponding Author); Katie Sochor, intervention specialist, Dublin City SchoolsP.L.A.N. (Postsecondary Linking Advocacy and Navigation) is a cross-collaboration between Ohio State's Nisonger Center Ace! program and Dublin City Schools' postsecondary education program, PATHS. This partnership represents a transition-learning activity that will support employment, education, and independent living outcomes. The benefit of linking students with disabilities still receiving school-based services with students with disabilities receiving college-level support allows for networking, skill building, and discovery of post-school success. Citizenship, resilience, independence, and creative problem-solving are at the forefront of this partnership. Together, we find opportunities to foster organic learning environments that will engage, excite, and ultimately captivate all students into learning
