Table Of ContentEDITED BY
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ES We Do Belong
Jessica Kingsley Publishers
73 Collier Street
London N1 9BE, UK
400 Market Street, Suite 400 JKP Edited by PAVAN JOHN ANTONY and STEPHEN M. SHORE
Philadelphia, PA 19106, USA
www.jkp.com
FOREWORD BY TEMPLE GRANDIN
Cover design by Francesca Sturiale
College for Students with Disabilities
of related interest
Supporting College and University Students
with Invisible Disabilities
A Guide for Faculty and Staff Working with Students with Autism,
AD/HD, Language Processing Disorders, Anxiety, and Mental Illness
Christy Oslund
ISBN 978 1 84905 955 8
eISBN 978 0 85700 785 8
Succeeding in College with Asperger Syndrome
A Student Guide
John Harpur, Maria Lawlor and Michael Fitzgerald
ISBN 978 1 84310 201 4
eISBN 978 1 84642 436 6
A Freshman Survival Guide for College Students
with Autism Spectrum Disorders
The Stuff Nobody Tells You About!
Haley Moss
ISBN 978 1 84905 984 8
eISBN 978 0 85700 922 7
Helping Students with Autism Spectrum Disorder
Express their Thoughts and Knowledge in Writing
Tips and Exercises for Developing Writing Skills
Elise Geither and Lisa Meeks
ISBN 978 1 84905 996 1
eISBN 978 0 85700 980 7
COLLEGE
FOR Students
with disabilities
We Do Belong
Edited by PAVAN JOHN ANTONY and STEPHEN M. SHORE
FOREWORD BY TEMPLE GRANDIN
Jessica Kingsley Publishers
London and Philadelphia
First published in 2015
by Jessica Kingsley Publishers
73 Collier Street
London N1 9BE, UK
and
400 Market Street, Suite 400
Philadelphia, PA 19106, USA
www.jkp.com
Copyright © Jessica Kingsley Publishers 2015
Foreword copyright © Temple Grandin 2015
All rights reserved. No part of this publication may be reproduced in any
material form (including photocopying or storing it in any medium by
electronic means and whether or not transiently or incidentally to some other
use of this publication) without the written permission of the copyright
owner except in accordance with the provisions of the Copyright, Designs
and Patents Act 1988 or under the terms of a license issued by the Copyright
Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N
8TS. Applications for the copyright owner’s written permission to reproduce
any part of this publication should be addressed to the publisher.
Warning: The doing of an unauthorized act in relation to a copyright work
may result in both a civil claim for damages and criminal prosecution.
Library of Congress Cataloging in Publication Data
College for students with disabilities : we do belong / edited
by Pavan John Antony and Stephen M. Shore.
pages cm
Includes bibliographical references and index.
ISBN 978-1-84905-732-5 (alk. paper)
1. College students with disabilities. 2. People with disabilities-
-Education (Higher) 3. Learning disabled--Education
(Higher) I. Antony, Pavan John. II. Shore, Stephen M.
LC4818.38.C65 2015
378.0087--dc23
2015012386
British Library Cataloguing in Publication Data
A CIP catalogue record for this book is available from the British Library
ISBN 978 1 84905 732 5
eISBN 978 1 78450 101 3
Contents
Foreword by Temple Grandin ................... 9
1. Introduction ................................. 11
Pavan John Antony and Stephen M. Shore
2. College Experience: Individuals with
Cerebral Palsy ............................... 13
Pavan John Antony, Assistant Professor of Special
Education, Adelphi University, New York
This chapter highlights the experiences of eight individuals with cerebral
palsy (CP) who graduated from different colleges. The individuals
share their successes and challenges faced during their time in college.
The transition from high school and the various factors that motivated
these individuals to pursue a college degree are also discussed. This
chapter offers a lot of practical tips for parents or individuals with CP
who plan to attend or pursue a college education after high school.
The personal stories included provide rich information regarding the
daily life experiences of individuals with CP who attended college.
3. The Journey to Professorship on the
Autism Spectrum ............................. 37
Stephen M. Shore, Clinical Assistant Professor,
Adelphi University, New York
Employing an autobiographical angle looking at the experiences of
others on the autism spectrum, this chapter examines the development
of recognition and support services for individuals with autism in
higher education. Other areas looked at include how teaching strategies
for those with autism in higher education can be embedded into the
teaching curriculum as extensions of good teaching practice rather
than special things that are done for just a small number of people.
4. Experiences of Individuals with Attention Deficit
Hyperactivity Disorder ........................ 60
Francine Conway, Kelsey McLaughlin, Chanelle Tyler
Best, and Sonia Minutella, Adelphi University and Derner
Institute of Advanced Psychological Studies, New York
This chapter discusses the findings from a qualitative exploratory
study that was designed to examine the accommodations and service
needs perceived by students with attention deficit hyperactivity
disorder (ADHD) that were necessary to improve their functioning
within a college campus. It includes the learning challenges faced by
students with ADHD and their various attempts to cope with their
diagnosis. Ten full-time college students diagnosed with ADHD
were recruited from a college campus in the northeastern region
of the USA for this study. The findings will enhance understanding
of the supports needed by college students diagnosed with ADHD,
and provide guidance for future implementation of services.
5. Voices of Individuals with Intellectual Disabilities:
College—Do We Belong? ...................... 83
Karleen M. Haines, M.P.S.
This chapter highlights the stories of several individuals with intellectual
disabilities who attended college. The stories include the experiences
of students during their time in high school, transition period, time in
college, and their life after graduation. The self-reports included attest to
the fact that college education can be challenging, but that it provides a
unique experience for all learners. A brief history of all the individuals
and their disabilities are discussed. Several tips are offered for individuals
with intellectual disabilities who plan to pursue a college education.
6. Experiences of Individuals with a Learning
Disability .................................. 108
Anita W. Frey, Clinical Assistant Professor of Special
Education, Adelphi University, New York
This chapter is about two young men who are learning disabled
whom I have known since they were three-and-a-half years
old. One man is now 23 and the other is 27. Each was badly
humiliated and bullied in school. At this point in their lives they
are employed and looking forward to additional achievements.
7. The Myth of Equal Opportunity: A Personal
Perspective ................................. 123
Ehrin McHenry
This chapter highlights the author’s experience as a person with a
disability working in the helping profession that she hopes will stimulate
readers, especially those who are helping professionals, to frankly
discuss the role that they have played in discrimination against people
with disabilities so that they may work toward change. The author has
spastic quadriplegia, a subset of cerebral palsy. She is unable to walk
without assistance and gets around using a motorized wheelchair,
and with a limited range of motion in all her limbs. She earned her
Bachelor’s degree and a Master’s degree in school psychology, and
shares her daily life experiences in and outside of the college.
8. Bridging the Gap Between High School and College:
A Program for Students with Autism Spectrum
Disorder at Adelphi University, The Bridges to
Adelphi Program ............................ 147
Mitchell Nagler MA, LMHC, Director of the Bridges to Adelphi
Program, Diana Damilatis, MA, Ehrin McHenry, MA and
Alyssa L. Conigliaro, MA, Adelphi University, New York
The chapter highlights a model program that has been helping
students with autism spectrum disorder (ASD) in college. The
Bridges to Adelphi Program (BAP), at Adelphi University in Garden
City, New York, is designed as a multifaceted support program for
Adelphi students who self-disclose with ASD, or other non-verbal
learning disorders. The stories included in the chapter reveals the
daily life experiences of students with autism in college campuses.
Voices from the Field: Experiences of
Students Written in Their Own Words
9. Struggling with Disability and
Dealing with Family ......................... 170
Melissa Mooney
A person with multiple disabilities in addition to autism, Melissa
describes her abusive family life and difficulties in grade school.
Like many with autism, Melissa’s story of transitioning to college
highlights her hard-won successes through accommodations
and developing a greater understanding of herself.
10. The Oops Baby ............................. 191
Dena L. Gassner, M.S.W.
Diagnosed with autism in her 40s, Dena focuses on the difficulties she
faced as a woman with undiagnosed autism. She describes challenges
in education as a twice-exceptional student, difficulties in relationships
owning to not perceiving non-verbal communications and societal
expectations, and employment. Dena provides great insights into her
behavior and actions as a person with autism—yet part of an increasing
cohort of not being diagnosed with autism until middle age.
11. My Best Decision Ever ....................... 207
Patrick Kelty, Marshall University, West Virginia
Diagnosed at the age of three, Dena’s son Patrick writes about his
educational challenges as a person with autism as well as later to be
found concomitant learning disabilities. Further discussion includes
difficulties with bullying and teachers not understanding his learning
style. Patrick is currently in the Marshall State University program for
students with Asperger’s syndrome. He describes how he overturned a
rejection from the program and the accommodations he now receives.
12. College Dreams ............................. 221
Kerry Magro
After discussing the challenges in grade school, Kerry’s first surprise
in college was that there was no Individualized Education Program
(IEP). Kerry moves on to become a dorm resident advisor, a role
model to other students, and does well in school. Kerry is now
a national speaker, best-selling author and film consultant.
13. Conclusion: Building Inclusive Campuses ........ 241
Pavan John Antony and Stephen M. Shore
Subject Index ................................252
Author Index ................................259
