Autism Services/LIFE Project

The Learning Independence for Empowerment (LIFE) Project, developed in 2009, is a free program for students with autism spectrum disorder (ASD) (including Asperger Syndrome). Students are invited to attend weekly workshops, presentations, and community-building activities to practice the skills necessary to navigate university life and future career opportunities, such as time management, interacting with peers and faculty, and more. The goal is to foster self-determination for people with autism at аÄÃÅÁùºÏ²Ê×ÊÁÏ, with opportunities for students that benefit from individualized support to work with a peer coach. LIFE Project aims for аÄÃÅÁùºÏ²Ê×ÊÁÏ to embrace neurodiversity so we can all grow together. 

LIFE Project Goals

  1. Provide autistic students with individual peer coaching for students. 
  2. Provide students opportunities to strengthen social awareness and skills in an inclusive environment.
  3. Provide open dialogue spaces to make the hidden curriculum visible, enabling the successful development of social skills necessary for success in the university and workplace.
  4. Provide various weekly workshops for BMAC students to increase their knowledge of topics such as employee rights, conflict management, creative expression, and financial planning.
  5. Identify and enhance necessary skills, like organization, academic planning, conflict resolution between peers and faculty, communicating during group assignments, and self-advocacy.
  6. Provide Autism Ally training and support to faculty, staff, and students to promote equitable practices to assist in degree attainment graduation for underrepresented students.

Program Components

Students are paired with a аÄÃÅÁùºÏ²Ê×ÊÁÏ student to serve as a peer coach and meet weekly socio-emotional, academic, and professional educational coaching to set and work on individualized goals:

  • Coping with social anxiety
  • Networking with peers and professors
  • Navigating friendships and relationships
  • Concerns related to social media
  • Employment prep with WorkAbility IV (WAIV) and Disability Works California (formerly known as the Department of Rehabilitation)
  • Executive functioning skills such as time management, organizational skills, and task initiation.

Friday meetings are presented by LIFE Project Coordinators, peer coaches, campus partners, and community agencies, covering topics such as:

  • Navigating the campus: socializing with peers and talking to professors (self-advocacy)
  • Having conversations and listening to others
  • Understanding the importance of how others think (Theory of Mind)
  • Learning to change your behavior based upon other's reactions, compromising, and flexibility
  • Dating, sex, and/or intimacy Recognizing if someone is interested in you; learning how to make or accept an initial approach; dealing with sexuality and sexual issues
  • Job Skills: Searching for jobs, attending interviews, appropriate work attire, skills needed to retain employment
  • Navigating frustration, anger, and anxiety in university life

Autism Ally logo

Autism Ally is a training for faculty, campus partners, and students.

Training Objectives: 

  • Understand the strengths and challenges that students with autism spectrum disorder (ASD) and/or other neurodivergent experiences in higher education
  • Acknowledge the expressions & voices of current students on the spectrum
  • Develop and practice inclusive language that supports all forms of communication
  • Increase awareness and acceptance of autistic and neurodivergent students
  • Be open to knowledge of current autism and disability issues.
  • Recognize how autism may manifest in higher education
  • Practice being an ally
    • Proactive example: How to consider autistic individuals when you create your policies and/or syllabi
    • Responsive example: How to diffuse situations and address challenging behaviors in the moment

Participants also gain access to the Autism Ally Canvas course and receive an Autism Ally sticker.

If you have any questions, please email LIFEProject@csulb.edu 

LIFE Project staff strive to meet the needs of all students. A focus of the LIFE Project is to promote awareness that revolves around supporting faculty and staff in:

  • Understanding the strengths and limitations students with ASD and Asperger's Syndrome experience in postsecondary education
  • Diffusing or deescalating situations that may seem malicious or threatening
  • Knowing how to refer a student you suspect may have autism for services

Summer LIFE @ The Beach Program – Check back in early 2025 for applications.

Summer LIFE @ The Beach is a multi-day, overnight program for incoming first-year and transfer students with an autism spectrum disorder (ASD) (including Asperger Syndrome). Although ASD is prioritized, BMAC may accept others with neurodivergent abilities as space allows. During this program, students will stay overnight in university housing, learn about campus programs and resources, have an opportunity to practice and develop interpersonal skills as well as personal/self-care skills, and will explore the greater Long Beach community. 

Prospective applicants are invited to contact LIFEProject@csulb.edu for more information/questions. 

  • The LIFE Project staff works closely with the Career Development Center’s WorkAbility IV (WAIV) p°ù´Ç²µ°ù²¹³¾ on campus and with the /Disability Works California. If you would like more information, please contact LIFEProject@csulb.edu.
  • CAPS counseling has drop-in hours in BMAC’s Calming Room every Wednesday from 2-4pm during the semester.
  • BMAC works closely with Student Health Services, Basic Needs, CAPS, TRiO, Beach Buddies, Project OCEAN. 

What does LIFE stand for?

Learning Independence for Empowerment

As a Parent or Primary Support Person: What can I do to support my student at аÄÃÅÁùºÏ²Ê×ÊÁÏ?

Ensure that you check in frequently with your student by asking them about how they are doing. The transition to college is difficult for many students, so being in frequent contact with them is vital. Please feel free to contact BMAC if you have any questions about your student’s involvement in the LIFE Project. BMAC does not recommend that you contact instructors directly.

How much does the LIFE Project cost?

There is no fee to participate in the LIFE Project. The LIFE Project is available to BMAC-registered students with an ASD diagnosis. Other disabilities may be approved for participation upon review by BMAC staff.

How can I refer a student to BMAC if I am unsure as to whether they have a disability?

Tell the student that you know of support on campus that has been helpful to students who are experiencing similar challenges. You do not need to diagnose students or say that they may have a disability.

Can I reach out to BMAC for consultation and support for a challenge I am having with a student?

Absolutely! Please feel free to contact BMAC. BMAC specialists hold disability expertise in coaching and counseling students who present any challenges that present like autism.

Can my department receive specialized training for specific issues we are encountering?

Yes! Please feel free to contact BMAC for any training or consultation needs, and LIFEProject@csulb.eduspecifically for ASD consults. BMAC offers Autism Ally training twice per semester. Please email LIFEProject@csulb.edu for information on these trainings.

Student Testimonials

"I attended the Friday meetings because they covered valuable topics such as independent living, finances, dating, and finding jobs. The meetings go into depth which provide information that can be useful for living. The meetings also allow me to connect with other autistic students who attend them too."

"I learn about how to survive and thrive as an autistic student and young adults, and socialize with my friends."

"I attended the Friday Meetings to learn more about elements of life that are helpful for the next semester. I also wanted to connect with others which is something I struggled with for many years."

"I loved coming in and seeing everyone. I like the topics that are covered and the resources given to us. If i didn’t, it’s cause I didn’t feel like it or the topic didn’t interest me to pull me away from other responsibilities."

"To build social confidence."

"I participated in peer coaching to learn how to balance my academics with my social, financial, and independent life."

"I wanted extra help, especially with my long-running issues with time management."

"Having consistent and available support will help me feel more confident as a student."

"It gives them extra guidance on how to succeed."

"To build self confidence."

"I would just because having someone to talk to about school and struggles, and it keeps you less alone and engaged. Overall it's free assistance with anything and they can send you things that would support you and your needs."

"You can talk about a few personal, financial, or academic stuff. They can also help you showing where you or how register for a next semester class."

"Peer coaching reminds students that there's plenty of resources on campus, including аÄÃÅÁùºÏ²Ê×ÊÁÏ."

 

"It contributed to my growth by providing tips that are useful to my studying strategies. Studying strategies was the most important because I want to graduate college with a good GPA and hopefully get into grad school."

"It gave some incredibly valuable and helpful information and gave me some important connections and resources. It also made me feel more welcome and accepted on campus as a person who struggles with things due to being neurodivergent. They have given me a space where I feel comfortable and safe to be myself and admit that I need help without fearing judgement."

"Self-esteem, personal growth, academic success."

"LIFE Project helped me in higher education and increased stress management skill."

"LIFE Project helped me grow in learning how to balance my academics with learning independence, having more friends, managing my finances and feelings, etc." 

"It helped me grow mentally, namely in reducing my stress with homework and social interactions."

"It increased my opportunities to socialize with other people, manage my stress and increased my comfort when talking with my professors and classmates."

"Resources do help anyone grow and learn more with assistance, personal esteem as well, i feel more inclined to reach out and do more "real things", helps me think about my future and what i want to do to set myself up."  

"I liked talking to other neurodivergent people and learning about some new resources on campus, such as WAIV. " 

"Growth for me would be the social aspect I made so many friends ."

"Learning about social skills and services at BMAC or services in campus . "

"Friendly coaches and friends, learning of many helpful skills."  

"Social hours, food, and learning new things."

"¹ó°ù¾±±ð²Ô»å²õ ." 

"´¡°ù³Ù ." 

"How wonderful the people who put it together are ." 

"The people that come in and share what they know and how they're able to help if need. I love everyone that comes in and shares their knowledge and experience. Makes me hopeful for how i can help others and work with people. Activities make me feel more open to experimenting :)" 

"I liked socializing with students here and think LIFE Project is a very inclusive and comfortable environment."