ASK- Autism Support
- Provides academic and social skill support to Autistic students and focuses on supporting students through the transition into and out of college
- Regular meetings dedicated to skill development
- Focus areas include:
- Academic skills: Executive Functioning, Time Management, Organization,
- Social Skills: Communication, Independent Living, Connecting to Resources
Locations: All, but primary location is Main Campus- Cedar Rapids
Modalities: in-person, virtual call, phone
Rubric for Evaluation
Rating Scale:
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- 3 – Excellent. This resource goes above and beyond in this area.
- 2 – Adequate. Efforts are being made but more could be done to make it more accessible.
- 1 – Insufficient. This resource is not accessible in this way.
- N/A – not applicable for this resource.
| Current Use/Reflection | Notes |
| Who is the target audience for this resource? | Students on the spectrum/Autistic Students enrolled in Kirkwood credit classes |
| What are the services being offered by the resource? | ASK works with students to create an individualized plan that builds academic and social skills necessary for college success.
Our program includes regular meetings with autism advocates and structured social events. We integrate Kirkwood resources, community partnerships, and research-based interventions and curriculums. We provide support on:
We also host social events throughout the semester to provide students opportunity and safe space to practice skills they are working on with Advocates. We provide an ASK room – a space where students can spend time, decompress and enjoy other’s company. |
| Are there known barriers or stigma that may prevent students from accessing the resource? | Some students do not want to be labeled as Autistic, or many just don’t know all that we do to support students.
Location can be a barrier – This is only available at the Cedar Rapids main campus, and is not currently available at any other regions. We have had some students interested in the program taking classes in Coralville. |
| Is there any data available regarding student perceptions/use of this resource? | Yes, we have collected feedback from students informally and formally on a survey. Students share that ASK has helped them gain confidence and skills to be able to navigate college and relationships with peers and faculty. Generally satisfied with the program itself.
We host Social Events for students throughout the semester, and students provide feedback and input on next social events to come. If they like something, we plan it again. If they don’t, then we seek feedback to identify other activities students would be interested in further. |
| Rating | Notes | |
| Physical Accessibility | ||
| Is the physical location accessible to the student population it serves? | 2 | Advocate offices are located in Cedar Hall. Similar to Accommodation Services, they have been restructured to the Dean of Students office. The Main office is located 3rd floor Iowa Hall. |
| Are the resource’s visual images adequate in clearly communicating services, etc.? | 1 | There is no signage indicating rooms or offices |
| Wayfinding signage leading to the resource is visible, high contrast, and easy to identify. | 1 | There is no signage indicating rooms or offices |
| Scheduling/Time Accessibility | ||
| Do the resource hours and timing of programming meet student needs? | 3 | Weekly meetings are scheduled with Advocate and Student availability.
Regular business hours are Monday through Friday 8 – 5 High Traffic Hours are Tuesday, Wednesday and Thursday’s between 10 and 2pm – note this is often the preferred time for students to meet with an Advocate |
| Does the resource offer an on-demand option for face-to-face and online students? | 2 | Students have a regular meeting with their advocate, and have access to their email and contact information. We see students in person or via Zoom.
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| Do students have the ability to easily self-schedule at a time convenient for them? | 1 | Yes/No – we have Calendly scheduling links available for each Advocate however these are not posted online for easy access for a student. They can use the link though to pick a time that works for them. |
| Digital Accessibility | ||
| Are available online resources easy to locate and user-friendly? | 1 | Materials are currently within the program only. We do not have any digital accessible resources. |
| Are necessary print resources available in digital formats? | 2 | Any information needed in physical format can be provided |
| Collaboration Support | ||
| Does the resource help students communicate, collaborate, work, or share information about academic content? | 1 | We do have an ASK room, which ideally could be a space for this however we do not have regular use by students of the room. I believe that it is partially due to lack of advertisement and/or where the room is located.
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| Multilingual Accessibility | ||
| Does the resource currently provide or have access to translation tools or reference materials in commonly spoken languages by Kirkwood ELLs? | 1 | We do not have any materials available in another language.
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| Does the resource use clear language and avoid jargon? | 3 | Yes, I believe we clearly communicate about our program and it’s purpose with students and take time to explain the resource to students as well.
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| Feedback | ||
| Is there a system in place for students and staff to provide feedback on services? | 2 | Yes, we have surveys we administer to students and we also collected qualitative information in the format of an “end of the semester wrap up” where we ask for student input and perspective. Currently looking at what other information and data can be collected to help tell the “ASK” story. |
| Is there a process for periodic reviews of the resource and ongoing improvement? | 1 | No. |
| Inclusivity | ||
| Does the resource actively engage with traditionally underserved populations? | 3 | The program itself serves an underrepresented population of students, also including those who have intersecting identities. |
| Does the resource take measures to ensure traditionally underserved populations feel welcome? | 3 | Staff engaged in regular professional development opportunities centering on supporting underserved populations.
Our offices are set up in ways to eliminate sensory concerns such as lighting, and smells. In addition we provide fidgets and positive signage in our offices. |
| Are there events and activities that promote inclusivity? | 3 | Neurodiversity Week Celebration in March
Attend each orientation session Outreach to community/Transition fairs with high schools |
| Are staff trained in cultural competence and inclusivity? | 3 | Yes, Unconscious Bias and regular training and professional development including but not limited to trainings available through our national organization, the Association of Higher Education and Disability. |
| Communication/Marketing | ||
| Which channels of communication are used to share services/programs | 3 | Website, Flyers, Emails, Texts, in person meetings with Advocates |
| Is there a proactive strategy in place to ensure students and faculty are aware of resource materials/events/opportunities? | 2 | I believe a community for the program such as Remind or other may improve our ability to communicate quickly. |
| Does the resource market itself to students appropriately? | 2 | I believe we market ourselves appropriately for those who are interested in the services. For those who are not interested in all of the services, but maybe some, it may not be appropriate. In addition, not being available on multiple campuses impacts our ability to serve some students. |