Tailored to Meet the Unique Needs of Each Student Very little research exists regarding the efficacy of individualized support programs in higher education. It appears, however, that a continuum of support is becoming available for students who require dramatically varying levels of assistance to be successful in a post-secondary environment. At one end of the continuum lie programs that provide supportive residential environments where students work toward developing fundamental social and daily living skills while taking courses at a nearby community college. At the other end of the continuum lies AHEADD, which provides professional staff and peer mentors who serve as liaisons, personal advocates, and coaches for students who are competitively admitted to the college of their choice.
Since 2002, AHEADD has tirelessly documented its successes and failures statistically and anecdotally, ultimately resulting in the development of the AHEADD Model, which is the most comprehensive and effective private support structure available for students with HFA/AS, NVLD, LD, and ADD who want to attend college but may flounder in the absence of the support made available to them through high school.
The AHEADD model can be applied within any campus environment and tailored to meet the unique needs of each student. Learn more about our model by reading on, apply now to the AHEADD program or contact the director with further questions.
The AHEADD Model of Support Involves Four Core Elements: 1. AHEADD Professional Staff Involvement 2. Development of Campus and Community Support Network 3. Utilization of Campus Resources 4. Peer Mentoring
1. Professional Staff Involvement AHEADD's professional staff work alongside each student during twice-weekly, individual meetings to address personal and academic goals established at the beginning of each semester, increase academic accountability and ensure that the student is content with his/her overall quality of life. These meetings are also aimed toward assisting students to develop individualized strategies for managing various aspects of their college careers, including:
self-advocacy, faculty and classroom communication
time management and organizational skills
opportunities for social interaction and development of social skills
utilization of campus and community resources
These meetings may last from 30 minutes to an hour or more depending upon the needs of the student on that particular day. Each meeting begins with discussion of upcoming academic obligations and insuring that those obligations have been entered into the student's weekly responsibilities and problem-solve for incompleted work or unmet obligations. During these meetings, AHEADD staff also assist students in drafting important communication with faculty, peers and peer mentors and, of equal importance, help students to identify and connect with appropriate campus resources.
After the academic component of the meeting is completed, staff facilitate conversation and problem solving which is focused on larger, quality of life issues such as campus involvement, roomate relations, completion of activities of daily living (ie. hygiene and diet), getting a job, etc. As the student and AHEADD staff develop rapport, this aspect of each meeting becomes increasingly meaningful and productive.
2. Development of Campus and Community Support Network Outside of the twice-weekly meetings, staff regularly liaise with Disability Resource Services regarding development and implementation of accommodations, as well as with each student's faculty and related professionals. The objectives and benefits of these interactions include:
developing awareness within the campus and community network of support
ensuring that all team members are aligned in their perception of the student's needs and performance
problem solving when there is a disconnect between the student and professor's perception of his/her performance
providing a consistent message from all team members to the student
3. Utilization of Campus Resources While AHEADD's professional staff provide particular expertise in supporting students with Learning Disabilities, HFA/AS, NVLD and ADD, it is important to engage 'natural supports' through existing campus resources which provide essential expertise in the following areas:
Disabilities Resources
Student Health and local medical professionals
Counseling and Psychological Services
Academic Development/Learning Center for content tutoring and writing assistance
Academic Advisors and Faculty Mentors
Extracurricular activities and Clubs
Career Counseling
Work-study programs
4. Peer Mentoring Program This is comprised of 'typical' students who volunteer their time to provide (empathetic) social opportunity and outlet for students enrolled in AHEADD. The Mentors also contribute valuable insight into challenges that our students may be facing during social situations which AHEADD's staff can then incorporate into discussions during the twice-weekly meetings.
Our Peer Mentors enter into the program though a comprehensive orientation program and are then paired with an AHEADD student. The mentors and students make arrangements to socialize independent of staff involvement and aim to get together at least once every week or two. AHEADD also hosts a monthly 'large group' mentoring activity during which all of the Mentors, AHEADD students and staff are invited to join in various events around town, including dinners, bowling, pot luck and board game parties, as well as picnics and athletic games.
Peer Mentors are asked to participate in two 'decompression' meetings over the course of each semester during which AHEADD staff provide professional guidance in response to any challenges the Mentors are experiencing.