About ASA

We are a private consulting group, specializing in identifying, researching and refining tools, techniques and technology to assist students with special needs in the transition between late childhood and early adulthood. For example, fewer than 30% of high school graduates with autism able to find and keep full time employment[1]. The need for effective and efficient products and services is immediate and is expected to become more urgent year by year until we find solutions that work. So that’s what we do.

Students with autism might need additional tools, but, with the right ones, they can succeed in the classroom and beyond.

Students with autism might need additional tools, but, with the right ones, they can succeed in the classroom and beyond.

Children of all abilities enter the school system every year, but some come with more tools than others. Children with special needs require additional tools and practice to learn with their typically-developing peers. But with the appropriate tools and practice, they can achieve to their potential and enjoy their educational experience with their classmates.

We understand that the needs of students with learning and developmental disabilities change as they move through the K-12 school system. We apply research-based tools to pinpoint a need and match it to a solution. Our toolbox is comprehensive and includes the following:

  • User interviews, observation and analysis
  • User and domain analysis
  • Expert review
  • Requirements elicitation and elaboration
  • Usability and acceptance testing
  • Traceability matrices

If public schools are supplying the majority of services to the disabled, it makes sense to adapt those services to grow self-sufficiency by the time special needs students are adults, so they can function as independently as possible once they age out of the public education system.

Early intervention helps preschoolers learn to navigate the elementary classroom successfully. Similar intervention and adaptation should continue throughout K-12. It should adapt to the student’s abilities and strengths as he or she develops. Since the preschooler matures to a school-age child and then an adult, it makes sense to assume that his or her needs will change and mature as well.

School-age intervention is an area of emerging interest and attention because the first generation of students who benefited from intensive early intervention is now in middle and high school. While they have the foundational skills they needed as elementary school students, they now face new challenges including, but not limited to, these:

  • Time management
  • Decision making
  • Personal hygiene, grooming
  • Social skills/etiquette
  • Personal organization

We see the need, and we have the expertise to help innovators provide the solutions that will bring skills, knowledge, confidence and satisfaction to everyone affected by autism.



[1] http://pediatrics.aappublications.org/content/early/2012/05/09/peds.2011-2864

 

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