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College 2 Career (C2c) and Traditional Higher Education Pathways for Youth with Autism Spectrum Disorder (Asd) and Intellectual Disability (Id): a Comparative Study

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College 2 Career (C2c) and Traditional Higher Education Pathways for Youth with Autism Spectrum Disorder (Asd) and Intellectual Disability (Id): a Comparative Study COLLEGE 2 CAREER (C2C) AND TRADITIONAL HIGHER EDUCATION PATHWAYS FOR YOUTH WITH AUTISM SPECTRUM DISORDER (ASD) AND INTELLECTUAL DISABILITY (ID): A COMPARATIVE STUDY Alina Avila Sala B.A., California State University, 1993 M.S., California State University, 2005 DISSERTATION Submitted in partial fulfillment of the requirement for the degree of DOCTOR OF EDUCATION in EDUCATIONAL LEADERSHIP at CALIFORNIA STATE UNIVERSITY, SACRAMENTO SPRING 2015 Copyright © 2015 Alina Avila Sala All rights reserved ii COLLEGE 2 CAREER (C2C) AND TRADITIONAL HIGHER EDUCATION PATHWAYS FOR YOUTH WITH AUTISM SPECTRUM DISORDER (ASD) AND INTELLECTUAL DISABILITY (ID): A COMPARATIVE STUDY A Dissertation by Alina Avila Sala Approved by Dissertation Committee: Caroline Sotello Viernes Turner, Ph.D., Chair Frank Lilly, Ph.D. Daniel L. Melzer, Ph.D. SPRING 2015 iii COLLEGE 2 CAREER (C2C) AND TRADITIONAL HIGHER EDUCATION PATHWAYS FOR YOUTH WITH AUTISM SPECTRUM DISORDER (ASD) AND INTELLECTUAL DISABILITY (ID): A COMPARATIVE STUDY Student: Alina Sala I certify that this student has met the requirements for format contained in the University format manual, and that this dissertation is suitable for shelving in the library and credit is to be awarded for the dissertation. , Graduate Coordinator Dr. Caroline Sotello Viernes Turner Date iv DEDICATION First and foremost, this dissertation is dedicated to my mother whose unconditional love, acceptance, support, and strength will forever be embedded into all that I do. You are the strength beneath my wings. I will continue to draw strength from her self-determination and love for life. I am grateful beyond words for this priceless gift. To my loving and amazing daughter Dominique who supported and loved me through this experience. Your patience and endless encouragement showed me new levels of love and appreciation for the gift you are in my life. This dissertation is also dedicated to the most important people in my life…my family: My brother, sisters, and their families. Thank you for keeping me grounded, continuously supported, and always loving me through the challenges. If it were not for the above-mentioned people, this dissertation would not have been possible. Antes que nada, esta disertacion esta dedicada a mi madre quien siempre me ha inculcado amor incondicional, aceptacion, animo y fuerza en todo lo que hago. Tu eres la fuerza bajo mis alas. Su fuerza, determinacion y amor estaran siempre en mi vida. No hay palabras para decribir lo agrecida que estoy por este precioso regalo. Para my adorada hija, Dominique, quien con su apoyo y amor siempre estuvo conmigo. Su paciencia y apoyo me ensenaron el verdadero signicado del amor, la aprecicion y lo importante que es ella en mi vida. v Tambien me gustaria dedicar esta desirtacion a la gente mas importate en mi vida….mi familia: Mi hermano, hermanas y sus familias. Gracias por todo su amor y su constante apoyo que recivi durante este reto. Si no fuera por las personas mencionadas, esta disertacion no hubiera sido posible. vi ACKNOWLEDGMENTS First and foremost, I would like to thank my advisor and dissertation chair Dr. Caroline Turner who has provided unwavering guidance and support during the preparation of this dissertation and throughout the better half of the past four years. I owe my deepest gratitude and appreciation to Dr. Turner for having faith in me, taking me under her wing by stepping in as my advisor and committee chair. I am thankful for the valuable advice and critique of committee members Dr. Frank Lilly and Dr. Daniel Melzer who also believed in me. I will be forever grateful for sharing their expertise and service as members of my dissertation committee. I want to thank my family for their patience, love, support, and understanding during this long arduous journey. I will forever love you for your beautiful spirits. I also owe my deepest gratitude and appreciation to my very special friend Dr. Miguel Molina for his persistence, encouragement, time, insight, and encouragement to write. Thank you for being a sounding board, technical advisor, editor, and always willing to help and give suggestions. The endless hours of coaching and conversation, mentoring, and support are priceless and for which I am forever indebted. I acknowledge my friend, coach, and trainer TJ. You serve multiple roles in my life. You opened the door to exploring this experience in an emotionally safe place. Through this experience I FOUND ONLY LOVE in every person. I am grateful for those mentioned and the many unmentioned who brightened the cloudy days with a smile and kindness. vii In addition, I would like to thank the EDD faculty for being my teachers and mentors, especially Dr. Nevarez for believing in me and challenging me to be a transformational leader. Cohort 5 – you will always hold a special place in my heart. You are my cohort family and you all gave me a reason to laugh and a way to enjoy the doctoral journey. You’re the best cohort. Viva El Cinco. With admiration and respect to all parents of children with special needs who continue to educate others while tirelessly supporting their child to reach their greatest potential. viii CURRICULUM VITAE Education B.A., Government, California State University of Sacramento, 1993 M.S., Vocational Rehabilitation Counseling, California State University of Sacramento, 2006 Professional Employment Rehabilitation Counselor; Manager with the State Department of Rehabilitation Adjunct Professor, American River College. Adjunct Counselor (DSPS), Sacramento City College Field of Study Community college, equity in education, human capital, equality for all students and adults with disabilities, social justice CERTIFICATIONS and TRAINING Certificate: Adult Learning Disability Certification, California State University of Sacramento, 2008 National Certified Rehabilitation Counselor (CRCC) National Certified Life Care Planner (CLCP) AWARDS CAPSES Fellowship Carlos J. Vallejo Research Fellowship California Association of Bilingual Education ix Abstract of COLLEGE 2 CAREER (C2C) AND TRADITIONAL EDUCATION PATHWAYS FOR YOUTH WITH AUTISM SPECTRUM DISORDER (ASD) AND INTELLECTUAL DISABILITY (ID): A COMPARATIVE STUDY by Alina Avila Sala The purpose of the study was to examine factors identified as significant in preparing individuals who fall on the autism spectrum and have intellectual disabilities for postsecondary experiences. The study was exploratory in nature and designed to identify perceived critical program elements needed to create successful postsecondary transition programs for students with an autism spectrum disorder (ASD) or an Intellectual Disability (ID). This study utilized a qualitative comparative study interview methodology to explore the transitional pathways to postsecondary education and first- year postsecondary educational experiences of eight students with Autism Spectrum Disorders (ASD) and/or Intellectual Disabilities (ID). More than likely, due to an overall increase in the prevalence of ASDs, many more students with ASD and/or ID will be attending a postsecondary educational setting in the near future. Understanding expectations and particular challenges faced by students with an ASD and/or ID will be necessary if colleges are to meet the unique needs of this population. This research explored the ecological factors that impacted the students’ first-year postsecondary experiences through analyzing the students’ perspectives and their x experience with the College 2 Career (C2C) program and the students entering college in the traditional pathway through which the general population enters the community college which typically consists of an application and placement assessments without support from a program similar to C2C. It also investigated how students’ prior experiences and perceptions of ASD/ID influenced their educational experience. Parental support, C2C and DSPS support were perceived to have positively impacted the students’ experiences. The study also found that the students perceived their diagnoses of ASD/ID as both positive assets and hindrances to their experiences. Recommendations for policy, practice, and further research are also provided. xi TABLE OF CONTENTS Page Dedication ........................................................................................................................... v Acknowledgments ............................................................................................................. vii Curriculum Vitae ............................................................................................................... ix List of Tables .................................................................................................................... xv List of Figures .................................................................................................................. xvi Chapter 1. INTRODUCTION .......................................................................................................... 1 Autism Spectrum Disorder ..................................................................................... 2 Educators and Students with ASD .......................................................................... 5 College 2 Careers (C2C) ....................................................................................... 11 Challenges with Transition ................................................................................... 15 Statement of the Problem .....................................................................................
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