The AHEADD Model:
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:
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:
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:
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.
Apply now to AHEADD or learn more about our model, by contacting the director.
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.
Apply now to AHEADD or learn more about our model, by contacting the director.
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