The Journal of College and University Student Housing - Volume 44, No. 3 - 42

Amy N. Miele * Justin W. Kelley * Florence A. Hamrick

offer reasonable, appropriate sanction recommendations. students whose academic accommodations include note-takers in class should
be allowed a note-taker during the conduct
process; students who have been granted extra
time or extra breaks for assignments and tests
may benefit from one or more breaks during

An overarching goal for residence
life professionals is to provide
a safe educational environment
for all students .  .  .  . As more
students with ASD enter college

cOncLUsIOn

and live on campus, staff should

an overarching goal for residence life professionals is to provide a safe educational environment for all students. this encompasses
providing support within the halls, addressing student misconduct, and being aware of
the laws and policies surrounding living on
campus and working with students. Current
laws and legal interpretations empower colleges and universities to address misconduct
from all students, including students with disabilities. as more students with asD enter
college and live on campus, staff should learn
more about this unique student population
and effective strategies to help all students live
cohesively and productively. finally, depending
on the administrative configuration of individual campuses, the recommendations suggest
productive strategies for student affairs and
academic affairs collaborations centered on
ensuring the success of all students.

learn more about this unique
student population and effective
strategies to help all students live
cohesively and productively .

the hearing process. students should be informed of these options well in advance, given
an option to visit the location(s) where meetings and hearings are conducted and provided
an overview of the roles and purposes of the
persons involved with the conduct process.
all aspects of the conduct process should be
direct, clear, and explicitly described as interlinking parts.

42

as with any educationally-focused conduct
process, sanctions should be tailored to the individual student. Because students with asD may
have difficulties in large, relatively unstructured
social situations, typical sanctions like largescale community service projects or program/
workshop attendance may not be effective.
a more beneficial, tailored sanction may be
the student teaming with a residence life staff
member and perhaps a trained peer mentor
(see staffing above) to discuss and role-play
how the student more effectively can address
future conduct-relevant situations as well as, in
general, how to be a member or take leadership
within residential or campus communities.

T h e J o u r n a l o f C o l l e g e a n d U n i v e r s i t y St u d e n t H o u s i n g



The Journal of College and University Student Housing - Volume 44, No. 3

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 44, No. 3

Contents
The Journal of College and University Student Housing - Volume 44, No. 3 - Intro
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