Warwick University 26 th June 2018 Autism awareness & Communication and management Strategies

1. Warwick University26th June 2018Autism awareness & Communication and management Strategies Employment Training and Consultancy Service

2. Objectives To develop understanding of autism including Asperger syndrome To increase awareness of how autism may affect students and why To discuss practical strategies to enable staff to work effectively with students who have autism

3. Activity - What is autism? In groups, open the envelopes and discuss your questions The questions refer to ‘people with autism’. This refers to people who have a diagnosis on the autism spectrum (including Asperger syndrome) Each group has a different set of questions We will then discuss each set of questions as a whole group

4. Research and Statistics 43% have left or lost a job because of their condition (NAS, 2012) Adults with autism should be offered individualised support if they are having difficulty maintaining employment (NICE, 2012) Only 15% of people with autism are in full-time employment compared to 48% of people with disabilities (DoH, 2009)

5. What is Autism? • Lifelong developmental condition • Difficulties in two main areas • Social Communication & Interaction • Restricted, repetitive patterns of behaviour, interests, or activities • 1.1% of UK has diagnosis affecting 2.8 million families • 4:1 ratio (male/female) • Ongoing research into causes of autism • There is no ‘cure’ and many people with autism do not want one • Hidden disability

6. Autism Perspectives “It explains how my brain works and how other people behave in weird ways.” “It’s a part of who I am. It’s a part of my identity. Just like my gender, my race and my sexuality.”

7. Types of Autism • Kanner/Classic Autism – Individuals will often have high support needs for life, may be non-verbal and have associated learning disabilities. • High Functioning Autism – Individuals are likely to have average or above average intelligence but will have had a delay in developing language as a child. • Asperger syndrome – Individuals are likely to have average or above average intelligence and did not have delayed language development as a child

8. Asperger syndrome High-Functioning Autism Classic Autism The Autism Spectrum Average I.Q. Mild learning disability Above average I.Q Moderate learning disability

9. Autism Perspectives “Not all autistic people are like “Rainman” or the character from the “Curious Incident of the Dog in the Night-time”. They may not all hate being touched or might not all hate talking to strangers. There are lots of stereotypical images of people with autism but we are actually a lot more varied than the media would have you think.”

10. Social Communication and Interaction Might… interpret language in a literal way find it difficult to join in ‘banter’ or make ‘small talk’ not pick up on non verbal gestures, facial expressions and hints have difficulty understanding ‘unwritten rules’ of social interaction appear ‘unconventional’ or appear socially ‘awkward’ have difficulty starting or sustaining reciprocal conversation have unusual eye contact “If someone were to say “Can you give me a hand?”, I’d be thinking “How?”“What do you mean?”“What am I supposed to do?.”

11. Activity - Giving instructions On your paper there is a list of common workplace instructions. In pairs discuss the hidden meaning behind each phrase and rewrite them as more specific and direct instructions.

13. Restricted, repetitive patterns of behaviour, interests or activities Might… have difficulty instinctively understanding other people’s thoughts and feelings have problems dealing with change or taking on new ideas have difficulty with new or unfamiliar situations including people have difficulty with hypothetical or abstract concepts have special interests/obsessions have sensory sensitivities - hyper or hypo

14. Other characteristics • Anxiety and co-occurring mental health conditions • Sensory sensitivities - hyper or hypo • Single attention • Special interests • Problems with ‘executive function’ • Perfectionism • Specific learning difficulties

15. The Overlapping Nature of Specific Learning Difficulties ADD/ADHD Dyslexia Dyscalculia ASDs Dysgraphia Dyspraxia Dr Amanda Kirby, Dyscovery Centre, University of Wales, Newport

16. Lightbulbs vs Lasers “I have these very focused interests and they are not as varied as other people. I compare it to light bulbs versus lasers. A light bulb will shine its light everywhere and shine all over everything. Whereas a laser only concentrates its light on a very small point but it will be a very intense point. Sometimes I wish I could just suddenly open myself to all these other things. But, I can’t do it. I just make the most of focusing my energy on what I know and what I like. I do wish I could just open my mind a bit. It’s very difficult.”

17. Strengths Might have strengths including… • Logical/Methodical approach • Different way of thinking • Accuracy and attention to detail • Good memory • Reliable • Integrity • Strong sense of justice • Strong visual skills • Strong numerical skills

18. What is a reasonable adjustment? • It applies to people such as employers, service providers and education providers and is intended to make sure that disabled people do not face substantial difficulties in employment, education or when using services. • An adjustment is related to a particular individual, their experience of their impairment and the situation they are in. There are four tests of reasonableness. 1. The effectiveness in preventing disadvantage 2. The practicality of the step 3. The financial and other costs and the extent of any disruption caused 4. The extent of an organisation’s financial and other resources

19. Activity: Difficulties and Strategies 1.Difficulties students/researchers with autism may have 2. Useful strategies to overcome these Think about all aspects of their student life and environment In your groups discuss the answers

20. Difficulties Sensory needs Social life Accommodation Lectures Timetabling Course materials Methods for communicating with students Examination & assessment General facilities & resources (library, IT) Specialist support Academy/Organisation information available to applicants & students Selection & admission Disclosure & confidentiality Enrolment & induction Placements Practical work Group work Staff awareness Student awareness

21. Sensory needs Student sensory profile Headphones/ear plugs Computer screen filter Tinted glasses Quiet room Allocated seating Procedure for leaving lectures Separate exam room Advanced notice of fire alarm test Communicate sensory needs to all relevant staff Social life Make rules of behaviour explicit Guidelines on unwritten rules of the academy/organisation Learning agreement/contract Dictionary guide to “academy speak” Autism support group Autism social group Raise awareness of autism within student community ‘Autism friendly’ events Assistance in joining clubs & societies Peer befrienders / mentors Lunch club Strategies

22. Difficulties - A students view (Martin; 2008)

23. Strategies - Social • Clarify the unwritten rules • Make rules of behaviour explicit – e.g. contract or learning agreement • Use interests to encourage and extend interactions • Non-verbal communication may be misunderstood • Plan students unstructured time • Raise awareness of ASD’s within student community “My main barriers have been social and I find large groups of people I don't know intimidating. As a result I rarely attend lectures and often feel very alone”.

24. Importance of Feedback “Learning is a feedback methodology: if you walk in front of a moving car you get hit – immediate consequence, you learn not to do it again. If I annoy but am not told (ie no feedback) then I can’t possibly learn” (Newton: 2007)

25. Strategies - Academic • Facilitate contact between student and staff • Interpret/translate academic speak/writing • Use Checklists /Timetables • Provide structure and clarify what is expected “I want to understand everything on a topic so I need to read every book that I can find that's got something on it. I suppose that's not a bad thing to read lots of stuff but this has caused me difficulties and taken up more time.”

26. A students view… “When people say ‘use your initiative’ what they are really saying is ‘I want something but don’t know what it is, you go do it for me’. How am I supposed to react? The lack of instruction is staggering. If the purpose is to allow me to complete a task to my own criteria, this should be stated, because I am capable of that. What I am not capable of is guessing someone else’s criteria which is not explicitly stated.” (Newton: 2007)

27. Strategies - Academic • Set up a support network – identify and clarify roles • Prepare for Exams and Coursework deadlines • Try to anticipate and manage change • Support the person afresh each time they encounter change in a known routine • Be aware of sensory issues “I find it stressful having a room that is in the middle of a noisy environment and studying in my room”.

28. Reasonable Adjustments Mentoring Practical support Staff awareness Student awareness Adapting assessment method Exam arrangements Environmental adaptations

29. Strategies - Best Practice • Consistent and frequent support • Create quiet & non-stressful environments for meetings, lectures, study and relaxation • Clear communication • Give time to process information • Clear, specific, precise instructions • Don’t assume implicit communication will be understood • Don’t rely on non-verbal gestures/hints • Clear and accessible guidelines and procedures • Advanced information wherever possible • Encourage awareness and acceptance • Be supportive, direct, motivational and positive “It helps if I’m given lots of praise and encouragement – for me too much emphasis on mistakes and shortcomings can be counterproductive.”

30. Things to consider • Communication e.g. lack of clarity • Nature of the task e.g. group work • Anxiety • Time/other pressures • Environmental factors • Change • Unwritten rules • Workplace relationships • Lack of structure • Personal

31. Further Information Autism and Asperger Syndrome NAS website: www.autism.org.uk NAS helpline: 0808-800-4101 autismhelpline@nas.org.uk Network Autism http://network.autism.org.uk/welcome

32. Contact Details The National Autistic Society Employment training and consultancy team 393 City Road London EC1V 1NG Employment.training@nas.org.uk 020 7704 7450