# data[].attributes.attachment_link.title
STEP 5 Artefact Day 2 compare and contrast (2)

# data[].attributes.body
We will use the following PowerPoint Template to work on STEP 6 in class as a group. Your group will post your artefact before leaving class.

# data[].attributes.headline
STEP 6 Reflection on the Concept of "Interdisciplinarity"

# data[].attributes.subject
STEP 6 Reflection on the Concept of "Interdisciplinarity"

# data[].attributes.body
Please use the following link to submit an individual reflection on what "interdisciplinarity" means to you after completing STEP 6. Due next week before class.

# data[].attributes.headline
STEP 5 Day 2: Compare and Contrast Disciplinary Insights

# data[].attributes.subject
STEP 5 Day 2: Compare and Contrast Disciplinary Insights

# data[].attributes.body
Please see the Word document below for the work we will do on Day 2 of STEP 5.

# data[].attributes.headline
STEP 5 Reflection on the Concept of "Interdisciplinarity"

# data[].attributes.subject
STEP 5 Reflection on the Concept of "Interdisciplinarity"

# data[].attributes.body
Please use the following link to submit an individual reflection on what "interdisciplinarity" means to you after completing STEP 5. Due next week before class.

# data[].attributes.headline
STEP 5 Day 1: Critically Analyze Disciplinary Insights 

# data[].attributes.subject
STEP 5 Day 1: Critically Analyze Disciplinary Insights 

# data[].attributes.body
Please see attached Word document for the work we will do for Day 1 of STEP 5.

# data[].attributes.headline
After completing step 3, to me interdisciplinary means the 2 disciplines that we have narrowed down to have started to become clearer. We created our concept map and  chart as a group, we stated the focus question/ research question, and then, as a group we broke down the question creating a phenomena, which allowed us to put our disciplines into categories. This gave me a better understanding of how these disciplines play a role in society, where they fit and what’s important verses what is needed. As a group we decided that our disciplines were special education, political science and business and all of these are more or less what are keeping people with autism or disabilities as a whole form entering into the workforce and being productive citizens. Because of the clearer understanding of phenomena, it has allowed me to better understand how these disciplines are incorporated into society and given me understanding and better look into the world of politics.

# data[].attributes.subject
After completing step 3, to me interdisciplinary means the 2 disciplines that we have narrowed down to have started to become clearer. We created our concept map and  chart as a group, we stated the focus question/ research question, and then, as a group we broke down the question creating a phenomena, which allowed us to put our disciplines into categories. This gave me a better understanding of how these disciplines play a role in society, where they fit and what’s important verses what is needed. As a group we decided that our disciplines were special education, political science and business and all of these are more or less what are keeping people with autism or disabilities as a whole form entering into the workforce and being productive citizens. Because of the clearer understanding of phenomena, it has allowed me to better understand how these disciplines are incorporated into society and given me understanding and better look into the world of politics.

# data[].attributes.headline
STEP 4 Reflection on the Concept of "Interdisciplinarity"

# data[].attributes.subject
STEP 4 Reflection on the Concept of "Interdisciplinarity"

# data[].attributes.body
Use the following link to submit an individual reflection on what "interdisciplinarity" means to you after completing STEP 4. Due before classtime next week.

# data[].attributes.body
Please see the attached template for your STEP 4 artefact/product submission. Download and save it. Then fill out the information asked for and upload it here as your individual post before next week's class meeting.

# data[].attributes.body
Caitlin Ray, Emily Soles, Kelsey Smith, Carmen Lester

# data[].attributes.body
My takeaway from step 2 was that we needed more information on our topic. During our class time we were able to discuss and share our thoughts with each other to gather more information on our topic, “Special Needs”. Also during our class time, I contributed to my group by sharing some of my insights from my site visit at the Hirsch Academy. Some of my takeaways from my site visit that I shared, were autistic kids need to be learning at a grade level or higher than their age. At Hirsch Academy they have what they call “self-advocates” who come in and give them advice from their learning experiences and how special needs children learn better. This concept involves “self-advocates” who are very passionate about special needs and always provides new concepts and ideas.  With special needs kids, you have to determine if they are visual, auditory, or non-speaking learners so you can teach them specifically to their strengths. A key to success in knowing that autistic kids have to be fully engaged while learning or they will struggle and it will create “impulsivity”. I enjoyed my team and interaction at Hirsch Academy thoroughly and look forward to learning more.

# data[].attributes.headline
STEP 3 Reflection on the concept of "interdisciplinarity"

# data[].attributes.subject
STEP 3 Reflection on the concept of "interdisciplinarity"

# data[].attributes.body
Use the following link to submit an individual reflection on what "interdisciplinarity" means to you after completing STEP 3. Due before classtime next week.

# data[].attributes.body
What was your takeaway from today's conversation on STEP 2 of your project? How did you contribute to the discussion? What insights did you offer the group?
Submit a written (150 words) or audio (2 min) and post it here before class time next week.

# data[].attributes.body
My takeaway from step 2 of our project on Thursday, was that we needed to go more in depth with our problem. We took advantage of our given group class time to research and discuss what the complexity of our problem was and our two disciplines. I contributed to the discussion by writing down everyone's thoughts, including my own so that we could collaborate and create one piece of work to post onto our padlet. I found a website that helped us with researching about transitioning services and why helping kids with autism transition into the real world and work force has recently risen into a growing issue and growing debate. I was able to connect knowing about my cousin with autism and her journey in the education and therapy system. I was able to give my insights about knowing how some schools are not equipped. It is difficult for a child with autism to progress and grow when they are not getting the materials needed to help them reach their fullest potential.

# data[].attributes.body
My main insight for this step came from my experience in the politics in education course here at Georgia State. From this course, I connected concepts about the services that get provided and to whom they are provided. One thing we discussed in that class was how decisions regarding services in education are politically influenced. They are made by elected government officials and their stance on these positions are used to influence voters. This also applies to transition services for students with autism. Transition services require time, money, and resources and someone has to decide who gets how much of each resource. I also contributed an article found on Galileo about transition services for kids with autism. The beginning of this article explains the surprisingly large and growing number of students who are diagnosed with autism and need this service. This article is quite long, but full of information that I am sure my group will continue to use as we proceed with this project.

# data[].attributes.body
group members: Carmen Lester, Kelsey Smith, Caitlin Ray, Emily Soles

Services to help kids with autism transition into the workforce and mainstream education is a growing problem.

The rate of kids getting diagnosed is increasing, which means that more services are needed for transitioning and some schools cannot keep up to be fully equipped. This problem is complex because there are many different services to help these individuals with autism transition into the work  force, but some of these services are having a hard time helping them transition. Individuals who could some day transition may not be ready and do not feel prepared. These services that are being provided should be prepared in advance to know how each individual learns best, so that they are able to improve.

The two disciplines we will be covering within our research project are political science and psychology. Political science is a major factor in education because government and politics decides what services are offered, who gets them, and how much of the services people have access to. Psychology is also a part of this topic because we have to look at how people think and how the services they get will affect their education and mental state.

Hume. (2008). Transition Time:
Helping Individuals on the Autism Spectrum Move Successfully from One Activity to Another. The Reporter 13(2), 6-10.

Providing supportive transition services to individuals with autism spectrum disorder: Considerations for vocational rehabilitation professionals

http://ezproxy.gsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=125469783&site=eds-live&scope=site

# data[].attributes.body
Please see the directions/instructions on Interdisciplinary Research Process and Rubric doc on iCollege.

# data[].attributes.headline
Link for Submitting STEP 1 Reflection at Conclusion of STEP 1 Work

# data[].attributes.subject
Link for Submitting STEP 1 Reflection at Conclusion of STEP 1 Work

# data[].attributes.headline
STEP 2 Reflection on the concept of "Interdisciplinarity" 

# data[].attributes.subject
STEP 2 Reflection on the concept of "Interdisciplinarity" 

# data[].attributes.body
Use the following link to submit an individual reflection on what interdisciplinarity means to you after completing STEP 2 before classtime next week.

# data[].attributes.body
Me

Focused on Autistic, special needs students, this case will focus on the different services/therapies provided to help transition these students into the work force and also mainstream education. For example 71% of autistic kids attend mainstream schools, and these schools are not fully equipped to meet the educational needs for these students. (PRIORY). In all schools that give public funding, special needs services are not offered after the age of 21. So after 21, no services are given to autistic students, unless they go out and find their own service provider to help them transition into the workforce. (Vanover,) The ultimate goal for students with disabilities is for them to transition from high school into the work force. According to Life Course Outcomes Research Program, nearly 99% of young adults will do some type of work between the ages of 21 to 25 years old. Compared to others, young adults with autism have the lowest employment rate, with only 58%. (Roux, 2015) These numbers indicate that not enough services/ therapies are being provided to help transition autistic students into main stream education into the real world/workforce.

According to these statistics and statements, this case will address the following questions

1.   How are the different services that are being offered helping autistic individuals transition into the workforce/mainstream education?

2.   What are the different methods providers are using to assess special needs students to help them improve towards their transitioning goal?

The Audio Script:

Caitlin:” Focused on Autistic, special needs students, this case will focus on the different services/therapies provided to help transition these students into the work force and also mainstream education. For example 71% of autistic kids attend mainstream schools, and these schools are not fully equipped to meet the educational needs for these students. (PRIORY).”

Emily: “In all schools that give public funding, special needs services are not offered after the age of 21. So after 21, no services are given to autistic students, unless they go out and find their own service provider to help them transition into the workforce. (Relia)”

Kelsey: “The ultimate goal for students with disabilities is for them to transition from high school into the work force. According to Life Course Outcomes Research Program, nearly 99% of young adults will do some type of work between the ages of 21 to 25 years old. Compared to others, young adults with autism have the lowest employment rate, with only 58%. (life course)”

Carmen: “These numbers indicate that not enough services/ therapies are being provided to help transition autistic students into main stream education into the real world/workforce.

According to these statistics and statements, this case will address the following questions

1.   How are the different services that are being offered helping autistic individuals transition into the workforce/mainstream education?

2.   What are the different methods providers are using to assess special needs students to help them improve towards their transitioning goal?”

Roux, Anne M., Shattuck, Paul T., Rast, Jessica E., Rava, Julianna A., and Anderson, Kristy, A. National Autism Indicators Report: Transition into Young Adulthood. Philadelphia, PA: Life Course Outcomes Research Program, A.J. Drexel Autism Institute, Drexel University, 2015.
Unknown. Unqualified and unstructured- Autism in mainstream education. Priory, education and children services, 2018.

Vanover, J. Supporting the Trend of Adults with Autism Joining the Workforce. Relias Impact Blog, 2016.