HED 580 Final Paper Francis 1

Final Paper HED 580

Courtney B. Francis

This semester working with the First Place Transition Academy, through SARRC, was

absolutely educational and insightful. The opportunities The First Place Transition Academy

provides, does more than merely support the young adults within the program, but it also,

supports the community and those who encounter the great work they do. Through working with

the clinical staff to complete clinical data collection; the observation of employment counselling;

and collaborating with GateWay Community College, I was afforded the opportunity to gain an

insight on how higher educational institutions can promote independence for students with

intellectual disabilities, as well as a flash-forward look into my future.

According to Student Development Theory Book: Student Development in College:

Theory, Research, and practice, Marcia B. Baxter-Magolda, advocates for the self-authorship

within students (Patton, 2016). That is, supporting the independent thought process of students,

as well as the confidence for each student to realize and create their own path and choices

(Patton, 2016). Baxter-Magolda argues that, to adequately prepare students for the increasing

complexities of adult life in the twenty-first century, self-authorship needs to be the basis for

advanced learning outcomes in college students(Patton, 2016). It's this theory and thought

process, that seemed to be a subtle yet underlying and guiding force for the independence skills

First Place Transition Academy, and GateWay community college work in tandem to promote

within students. Many times these students live at home with their parents and are no longer

given the social agency or true freedom to make choices or learn to do things independently. And
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as access to higher education is difficult for students with intellectual disabilities, like the young

adults with Autism at First Place; going to college is a difficult milestone to reach. However,

With the thoughtful consideration of the GateWay and First Place staff; students within the

program are given the opportunity to discover their own independence within social choices and

academic potential. This is truly important as it helps develop these students as active members

of their community and educational cohort. First Place Transition Academy worked to promote

this self- authorship through careful data collection, educational support, and employment and

lifestyle coaching and training.

Through my work supporting clinical data collection, I was afforded an opportunity to

see the importance of clinical support in the lives of adults with autism. Applied behavioral

analysis was utilized in the supporting of students residential lives. This was vital for me to

witness and participate in, as I want to work with similar students; and such students will need

intensive, and calculated support within the residential halls to ensure that they are able to live

independently within the university halls. In addition, working with students to improve or cope

with behavioral differences in class proved insightful to one of the many academic challenges

students with intellectual or developmental impairments have while accessing higher education.

The First Place Transition Academy also partners with Advancing Technology Institution

to support a week long summer technology camp to further support the on campus living and

learning of students in the program. For the duration of my last week at the transition academy, I

worked with The First Place Transition Academy staff to support within the classroom and the

residential halls. Watching the students excel in the technology camp, illustrated for me, how
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important it is to engage all students but also the importance extra time is for students with

autism. This was imperative for me to learn, as I want to research and implement techniques to

adapt the classroom setting to support students with intellectual disabilities and more time

assisted in supporting students with transitioning from one class to the other, as well as one task

to another.

Another factor noted in participating in the practicum with First Place Transition

Academy is the importance of learning organizational theory. Through this class and the various

books and articles examined, one can see the importance of an organizational approach to

supporting students through the social and educational challenges of college. In the sixth edition

of Organizational Theory, Design, and Change, by Gareth R. Jones it is evident that the

environment plays a critical role in creating value for an organization (Jones, 2013). The

environment that First Place is working with is twofold The first Place transition homes,

utilized to house students; and, GateWay community college, which provides educational

resources for students. Ultimately First Place, understands that they need to utilize the

environmental resources to support the independence building, and social and educational skills

of their clients the students. Subsequently, organizational theory guides the understanding that

the existence of an organization is in part, to increase the value that an organization can make

(jones 2013). This further relates to the work that First Place does, as its the goal of First Place

to support the independence building for all adults with autism. The more they assist, the better

they can add value to the work they output, as well as to the environment that will employ or

educate those with they serve.

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In addition, the professional staff at First Place, possibly unbeknownst to them,

showcased many of the organizational models in which class readings referred to. Those who

work at First Place know the goal and mission of the organization, and they all have a true

passion for supporting those on the Spectrum in transitioning to independent living and

educational pursuit. That being said, many see the implementation of these goals manifested in

different ways. Some work heavily with the clinical data collection side of First Place, and others

work in the social independence side, while still others, work with the employment portions of

First Place. Sometimes the positions are perceived to be the same, as many of the titles of

employees sound similar, and they all work together to support students; but upon truly speaking

with each employee, one can see that each title does different things and work independently

from one another. According to Organizational Theory this is a Human Resource model. Much

of the what is done at First Place, is with the purpose of serving human needs (Ott, Shafritz &

Jang, 2011). Many of the employees find their work meaningful and enjoying coming into the

office daily to support the needs and goals of each student (Ott, Shafritz & Jang, 2011).

Everyone works cohesively and interdependently of one another, and it creates a very productive

environment (Ott, Shafritz, & Jang, 2011). However, it can become confusing at times, as many

of the tasks are done multiple times, and the chain of command, is sometimes unclear.

Sometimes the resources are not always sufficiently provided, and the employees are resourceful

enough and empowered enough to find creative ways to get tasks completed. But despite the

structural deficits within their team dynamic, they work together passionately to support and

foster an environment in which the First Place transition students are able to live independently

and learn how to continue to do so.

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Ultimately this practicum furthered my knowledge of the many factors central to a

program dedicated to the support of the academic, professional and social lives of students with

intellectual or developmental disabilities. Understanding how that works proved educational for

myself, as its a life goal of mine to head a program like First Place Transition Academy at

various universities, and even, in a non-profit setting much like SARRC. However, thats not

where my educational pursuits stop, it is another goal of mine, to not only support the education

of students with intellectual disabilities, but also the community and those who care to learn

more.

An article entitled Students with Intellectual Disabilities going to College? Absolutely!

does a magnificent job summing up the impact higher education can make on a student with

intellectual disabilities. The benefits of college experience for students with intellectual

disabilities include, enhanced employability in chosen career or opportunities for developing

increased social and life skills, (Kleinert, 2012),and that just cover surface. Having students on

campus with intellectual disabilities is important because disabilities of all kinds are a natural

part of life(Kleinert, 2012) Understanding such is important, as it supports the further

diversifying of college campuses(Kleinert, 2012) Not only will students with intellectual

disabilities benefit, but those who encounter them, interact with them, and even support them are

also learning a lot about themselves and the diversity of the world outside the college setting.

Though this practicum experience, I was able to witness the benefits attending college

has on students with Autisms confidence and independence. And whether I was filing and

copying papers; working with the Maricopa County Community college system to create a more

user friendly form; or even simply interacting in social settings with students, I found myself
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working passionately in service to others. Such resulted in an educational experience beyond the

classroom, and yet rooted in the hopes for the education of those who are denied adequate access

to that classroom.
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Works Cited

A Summary of Organizational Theories as Presented by Shafritz, Ott, & Jang. (n.d.). Retrieved

August 5, 2017, from

http://www.doreburry.com/papers/Analysis_of_Org_Theories_Read_Disclaimer.pdf

Jones, G. R. (2013). Organizational theory, design, and change(6th ed.). Upper Saddle River,

NJ: Pearson.

Kleinert, H., Jones, M., Sheppard-Jones, K., Harp, B., and Harrison, E. (2012). Students with

intellectual disabilities going to college? Absolutely! TEACHING Exceptional Children,

Vol. 44, No. 5, pp. 26-35.

Ott, J. S., Shafritz, J. M., & Jang, Y. S. (2011). Classic readings in organization theory(7th

edition). Australia: Wadsworth/Cengage Learning.

Patton, Lori D.; Renn, Kristen A.; Guido , Florence M.; Quaye, Stephen John (2016-02-09).

Student Development in College: Theory, Research, and Practice (Kindle Locations

8452-8454). Wiley. Kindle Edition.