Consultant Bios
Dr. Michelle Rigler
Dr. Rigler is Director of the Disability Resource Center at UTC and co-founder of the Mosaic Program, a comprehensive program of support at the University of Tennessee-Chattanooga (UTC) focused on the transition to college and career attainment for students on the spectrum. Her career in higher education has focused on creating equal access for students, faculty, staff, and visitors with disabilities. In her role at UTC, Dr. Rigler researches and develops best practices for working with students with autism spectrum disorders (ASD).
In partnership with colleagues, Dr. Rigler conducts trainings on ASD across the United States for colleges, universities, and private programs. In addition to higher education based trainings, she has also conducted trainings for the Federal Government, Department of Defense (DOD), various universities and colleges, and the Association of Higher Education and Disabilities (AHEAD). She is also co-leader of the Special interest group in ASD for AHEAD.
Dr. Rigler is a published author. Her works include: Independence, Social, and Study Strategies for College Students with Autism Spectrum Disorder: The Basics College Curriculum (Jessica Kingsley Publishers, December 2014), and the forthcoming Developing Identity, Strengths, and Self-Perception for Young Adults with Autism Spectrum Disorder: The Basics College Curriculum (Jessica Kingsley Publishers, June 2015). She is also contracted for two additional books, which complete a four-year curriculum for students with ASD in higher education. Michelle specializes in consulting with Higher Education institutions regarding ASD focused program development and staff trainings.
Ms. Amy Rutherford
Ms. Rutherford is the Assistant Director of the Mosaic Program at The University of Tennessee at Chattanooga. In a last minute decision she opted to leave her home town and start her college journey at the University of Tennessee at Chattanooga in 2007, which was a very beneficial decision for her life direction. Ms. Rutherford obtained her Bachelor's Degree in Psychology, her Master's Degree in Mental Health Counseling, and is currently pursuing LPC Licensure and ABA Certification. Along with Michelle Rigler and Leslie Harms, she helped to create the building blocks for the program now called Mosaic. She has been working with and learning from individuals on the Autism spectrum ever since.
In partnership with colleagues, Ms. Rutherford frequently conducts workshops regarding the development of supportive learning environments for individuals with ASD. These workshops take place both in colleges and universities, as well as consulting with supervisors in businesses to help develop the most beneficial professional niche for individuals with ASD.
Along with her colleagues, Ms. Rutherford is a published author. Her works include: Independence, Social, and Study Strategies for College Students with Autism Spectrum Disorder: The Basics College Curriculum (Jessica Kingsley Publishers, December 2014), and the forthcoming Developing Identity, Strengths, and Self-Perception for Young Adults with Autism Spectrum Disorder: The Basics College Curriculum (Jessica Kingsley Publishers, June 2015). She is also contracted for two additional books, which complete a four-year curriculum for students with ASD in higher education. Amy specializes in consulting with Higher Education institutions regarding ASD focused program development and staff trainings. She also focuses on conduct and behavioral issue that often create difficulties for students with ASD on college campuses. Finally, Amy works with businesses to develop supported internships and job shadowing opportunities.
Ms. Emily Quinn
Ms. Quinn is the Access Coordinator for the Disability Resource Center at The University of Tennessee at Chattanooga. While studying at the University of Tennessee at Chattanooga, she began working for the Disability Resource Center as a student assistant and volunteered as a mentor for the Mosaic program. Ms. Quinn immediately developed a passion for equal access and empowering students with disabilities. In 2012, She graduated with a Bachelor's degree in both History and Women's Studies, and is currently pursuing her M.Ed. in exceprtional education and she continues her hard work at the Disability Resource Center.
Along with her colleagues, Ms. Quinn frequently conducts workshops regarding the development of comprehensive programming for individuals with ASD in Higher Education. She recognizes and validates that the typical accommodations under the ADA do not suffice for this population, she posits that students with ASD need more and she hopes to provide the direction to colleges and universities interested in developing these programs that provide more.
Along with her colleagues, Ms. Quinn is a published author. Her works include: Independence, Social, and Study Strategies for College Students with Autism Spectrum Disorder: The Basics College Curriculum (Jessica Kingsley Publishers, December 2014), and the forthcoming Developing Identity, Strengths, and Self-Perception for Young Adults with Autism Spectrum Disorder: The Basics College Curriculum (Jessica Kingsley Publishers, June 2015). She is also contracted for two additional books, which complete a four-year curriculum for students with ASD in higher education. Emily specializes in working with higher education officials and businesses to develop the supports necessary to aid individuals with ASD in working through the next transition in their lives; that of transitioning into an appropriate career. The impetus behind this work is to make a shift in the unemployment and under employment statistics for adults with ASD.