Best Practice and the Asperger Syndrome Student Project Dr Nicola Martin and Joanna Hastwell

1. Best Practice and the Asperger Syndrome Student ProjectDr Nicola Martin and Joanna Hastwell Disability Resource Centre

2. Discuss: • Research Project • What are the Challenges? • Success Stories • In Practice

3. Asperger Syndrome (AS) • verbal and non-verbal communication • social interaction and relationships ‘its like everyone else has a copy of the rule book and I don’t’ • imaginative thought and flexible thinking • sensory sensitivity Can often develop secondary mental health issues: • Anxiety and/or Depression

4. Once you have met one person with AS- you have met one person with AS Every person is different and has individual needs

5. Asperger Syndrome Student Project Introduction

6. Background and Aims • Charitable Funding: Baily Thomas Charitable Trust, 18 month project 2009/10 • Based in the Disability Resource Centre • Project in collaboration with; Professor Simon Baron-Cohen (Director of the Autism Research Centre, University of Cambridge) and Dr Nicola Martin, (Head of Disability and Wellbeing, London School of Economics and Chair of the National Association of Disability Practitioners) • Emancipatory research central to outcomes • Review and evaluate the service provision • Recommend a model of best practice • Develop a network of support • Raise awareness and understanding • Promote Disability Equality • Raising the student voice and challenge stereotypes

7. Literature Build upon other national initiatives: • Beardon L , Edmonds G (2007) The Aspect report. A national report on the needs of adults with Asperger syndrome. www.shu.ac.uk/theautismcentre • Madriaga M, Goodley D, Hodge N, Martin N, (2008) Enabling transition into higher education for students with Asperger syndrome' Higher Education Academy www.heacademy.ac.uk • Martin N. (2008) 'REAL services to assist university students who have Asperger syndrome' NADP www.shu.ac.uk/theautismcentreandwww.nadp-uk.org

8. Rising student numbers in UK higher education:

9. University of Cambridge Disabled Student Disclosure 2008/09

10. Project outcomes: Students Within the University External

11. What are the Challenges?

12. Challenges Academic life • Expectations • Instructions • Detail • Distraction • Groups • Anxiety • Organisation • Planning • Change 'Routines change suddenly, too many people talking, crowds moving' (ASPECT) • Needing a diagnosis to access support

13. Challenges Social life • Wanting desperately to ‘fit in’ • Increased social demands • Last minuet arrangements, uncertainty • Depression often arising from social isolation • Crowded, noisy, confusing environments • Bullying General • Problem solving, who to ask and what can help • Issues with empathy towards and from others • Unclear, unreliable or confusing communication

14. ‘trying to survive in social situations for people with AS is a bit like trying to get someone with a broken leg to walk upstairs – they can just about crawl themselves up it if they’re lucky’ (MA student).

15. Success stories

16. Success Individuals • Excel • Special interest • Exceed the expectations • Opportunity to reinvent themselves • Meet people through common interests General • Rising numbers • Raising the student voice • The Disability Equality Duty (2006) demands further improvements • Awareness and understanding increasing • Developing Inclusive Practice

17. REAL in practice • Reliable • Empathic • Anticipatory • Logical (Martin, 2008)

18. Reliable Communication • Avoid over promising and therefore under delivering • Build trust • Respond to individuals when say you’re going to Support • Establish clear and reliable support networks Services • Regular ongoing support from an experienced Mentor

19. Empathise empathy is a two way street • Feeling socially isolated • Not understanding how to ‘fit in’ • Wanting to develop their independence Good Practice • Inclusive university activities – e.g. Quite hours • Sensitively explain and ask ‘why’ • Don’t assume an individual knows what has been unsaid

20. Anticipate Anticipate that: • Sensory environment may be disturbing / disruptive • Social experiences may be limited • Too many or open choices leave confused how to respond • Periods of transition will increase anxiety, need support • Unclear of expectations • Won’t always know to ask for help • Phases of depression and anxiety are likely • Language maybe taken literally

21. Logical • Say what you mean and mean what you say • Communicate in an unambiguous way • Be clear about what you are expecting • Clarify when information transfers to different situations as well • Put achievement and failure in context • Explain the potential consequences of choices • Plan activities in a logical, structured way where possible • Help them manage their preference for great detail when necessary

22. ‘It all went chaotic last term, because they couldn't work out what I needed. They were trying to give me things that I did not need’(psychology student)

23. What is best practice for students with AS? Effective Communication REAL Services Student Centered Support And Inclusive Practice

24. Concluding thoughts: • Emphasis on the barriers, not on the impairment to assist students to reach their full potential (Social Model of Disability perspective) • Continue to celebrate diversity & individuality • Students who are unhappy about a label may well be managing without ‘disability services’. Inclusive services provide alternative avenues for assistance

25. Dr Nicola Martin Chair of the National Association of Disability Practitioners Email:n.martin@lse.ac.uk Joanna Hastwell Asperger Syndrome Project Officer and Adviser Email: Joanna.Hastwell@admin.cam.ac.uk