Full Spectrum Support
Autism, or autism spectrum disorder (ASD), refers to a range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication, as well as by unique strengths and differences. We now know that there is not one autism but many types, caused by different combinations of genetic and environmental influences.
Related Disabilities
Angelman Syndrome, Asperger’s Syndrome, Fragile X Syndrome, Lanau-Kleffner Syndrome, Prader-Willi Syndrome, Rett Syndrome, Tardive Dyskinesia, and Williams Syndrome.
Full Spectrum Support
Full Spectrum Support (FSS) is a Seminole State College of Florida program developed to facilitate the successful adjustment and progression of college students with autism spectrum disorders (ASD) in all domains of college life. FSS provides individualized and group services to help students develop appropriate skills for self-advocacy, daily living, and social interactions that will contribute to their success as Seminole State College students and independent adults. For more information, contact Luz Santiago at johnsonll@seminolestate.edu
IDEA vs. ADA: Section 504 and the ADA, which apply to postsecondary education, are very different from the Individuals with Disabilities Education Act (IDEA), which covers grades K-12. This means that some adjustment of the perspectives of students, parents, and instructors is necessary when making the transition from high school to college.
- Registering with Disability Support Services for Accommodations
- Documentation Guidelines for ASD
- Staying Focused
| IDEA | Section 504 ADA |
|---|---|
| Every Child is entitled to a Free and Appropriate Public Education (FAPE) in the "least restrictive environment" possible. | Students compete for admission and must be "Otherwise qualified" to enter college, without consideration of disability. Students participate in the general curriculum of the college. No continuity of placement exists. |
| Focused on the creation of an individualized Education Plan (IEP) that will help the student participate in the general curriculum as much as possible. | Few colleges have "plans" for students with disabilities. Most outline accommodations without regard to goals or progress. |
| Requires a yearly meeting of general education teachers, special education teachers, and auxiliary service personnel to discuss progress and set goals. | The student is responsible for meeting with disability services and with instructors to discuss needs and concerns. |
| The other involves significant modification of the curriculum and assessments (e.g., students may learn only the major concepts of a unit, may take shortened tests, or may be exempt from certain assignments). | Instructors are NOT required nor encouraged to fundamentally alter the content or goals of their courses or the types of tests that are given, though they may be required to make changes that do not affect essential content or goals. |
| Classroom teachers recieve copy of the IEP and should have a thorough understanding of the disability and the plan. | Instructors receive a brief summary of the disability in an accommodation letter, but are not given access to specific diagnostic data unless provided by the student. |
| There is often pressure on special education and general education teachers to do whatever is necessary to help students move on to the next level | Students with disabilities should be graded by the same standard as other students, regardless of the means through which their responses are provided (on tape, orally, typed rather than handwritten). |
| Law of Entitlement Guarantee Success | Civil Rights Law Guarantee Access |
