The Center for Autism Advocacy:

Research, Education, and Supports (CAARES) conducts research, provides education, and delivers supports to better serve Autistic and neurodivergent individuals in the classroom, workplace, and beyond. CAARES commits to be informed by Autistic and neurodivergent individuals, caregivers, and research. In partnership with Anderson Center for Autism, CAARES is working within SUNY Empire to build an Autistic Supportive College, deliver community and professional outreach, and provide career support for Autistic and neurodivergent college students. It seeks to provide workforce development for professionals and business in increasing inclusive practices, conduct innovative research with and in support of Autistic and neurodivergent individuals, and continuing to work in partnership with Autistic and neurodivergent individuals and organizations across the globe.

Mission: CAARES’ mission is to provide universally designed and community-informed resources to support equitable access for Autistic and neurodivergent individuals through advocacy-based research, educational initiatives, and global supports.

Vision: CAARES’ vision is to shape inclusive environments that create a sense of belonging for Autistic and neurodivergent people.

Group of people involved in CAARES
Group receiving an award

SUNY Empire: An Autistic-Supportive University

Despite the growing number of Autistic individuals who seek a college degree, the number of colleges addressing their needs is not growing fast enough. To date, no colleges offer supports for students with Autism in fully online programs. CAARES in partnership with Anderson Center for Autism, is working on shaping an autistic supportive college through a multi-tiered system (MTSS) of support structure.

We are proud to be led by an MTSS implementation team spearheaded by Autistic individuals and caregivers within the autism community. The team also includes members of SUNY Empire faculty, data scientists, and other professionals.





CAARES is committed to being informed by the Autistic and Neurodivergent communities. Through advisory teams, collaboration and consultation with self-advocates, and ongoing community-wide feedback, CAARES aims to provide education and supports and conduct research in alignment with these values and priorities. These values are reflected in CAARES’ Mission and Vision:

Mission: CAARES’ mission is to provide universally designed and community-informed resources to support equitable access for Autistic and neurodivergent individuals through advocacy and self-advocacy-based research, educational initiatives, and global supports.

Vision: CAARES’ vision is to shape inclusive environments that create a sense of belonging for Autistic and neurodivergent people, fostering self-determination and resiliency.

What Are Participatory or Community-Informed Approaches? Participatory or community-informed approaches value the voices and opinions of those in the community. This approach values the lived experience of Autistic and neurodivergent individuals and actively seeks their input regarding initiatives for Autistic and neurodivergent individuals. This approach acknowedges that the best supports and changes must include the individuals served. Historically, research has failed to incorporate feedback from the Autistic community, and has heavily focused on benefiting society as a whole.

The creation of CAARES in 2020 demonstrates SUNY Empire’s ongoing commitment to working jointly with the community, SUNY Empire faculty and staff, and alongside neurodivergent students in order to create an inclusive, high-quality academic experience that benefits all. CAARES employs research-based practices and works to disseminate best practices to faculty and staff through teaching and training.

CAARES’ Conversations with Communities:

Higher education institutions are increasingly seeking how best to promote inclusive and equitable environments to meet the needs of their diversifying student bodies. Universal Design and a multi-tiered system of support provide a framework to meet this need and address barriers within current systems. CAARES employs Universal Design (UD) and Multi-Tiered Systems of Support (MTSS) approaches to promote an inclusive higher education environment where all are welcomed and valued.

Universal Design A UD approach reflects a commitment to providing equitable experiences by identifying barriers that individuals of all abilities may encounter, and subsequently works to lessen or eliminate those hurdles. Everyday examples of UD elements within public spaces include wider sidewalks, curb cuts, ramps, and no-step entry-ways. These modifications allow individuals of all ages and abilities to travel easier while walking, running, biking, pushing a stroller, etc. Within college coursework, a UD approach may be providing flexible in-person and virtual office hours that are based upon student availability so that all are able to attend, if desired. UD emphasizes that accommodations help meet the needs of all individuals without increasing their work effort or causing stigmatization. Universal Design for Learning (UDL), an extension of UD, focuses on using different methods of engaging students, presenting material in a variety of ways, and incorporating student choice into how assignments are completed (Dzaman et al., 2022). CAARES is committed to a UD approach that supports equitable access for Autistic and Neurodivergent individuals, and seeks to accomplish this through advocacy-based research, educational initiatives, and global support. SUNY Empire and CAARES proudly embrace that #disabilityisdiversity and are committed to continuous evaluation of offered supports and taking action to improve methods.

Multi-Tiered Systems of Support A Multi-Tiered Systems of Support (MTSS) ensures that students receive the proper amount of support. Like UD, MTSS is proactive, leveraging student strengths to optimize their achievement and well-being (AIR, n.d.). The system is composed of three tiers; Tier 1 or universal supports, includes evidence-based practices provided to all students, Tier 2 offers targeted, resource-efficient supports for students, and Tier 3 provides the highest level of direct and individualized support. This systematic approach responds quickly to learners’ needs and, in doing so, seeks to provide a level playing field in terms of access to the learning environment and instruction.

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CAARES Masters Students
SUNY Empire Master of Science in ABA

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Partners in Applied Behavior Analysis Conference

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