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Mentoring into Work Rotherham College of Arts and Technology

Mentoring into Work Rotherham College of Arts and Technology. A mentoring work in progress. AIMS. The overall aim of this project is to provide a seamless programme of mentoring support for students with ASD throughout their learning journey.

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Mentoring into Work Rotherham College of Arts and Technology

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  1. Mentoring into WorkRotherham College of Arts and Technology A mentoring work in progress

  2. AIMS • The overall aim of this project is to provide a seamless programme of mentoring support for students with ASD throughout their learning journey. • Atwood ( 2004 ) Prince Hughes (2002) Welkowitz and Baker (2008) all advocate mentoring for students with ASD in colleges. Although Bleakey (2002)does not explicitly mention mentoring as a support strategy for students with ASD in FE, it is obvious from some of her case studies that a mentoring model has being applied. • However, mentoring had not been used as a systematic mode of support for students on the spectrum, so careful planning was vital.

  3. Student perceptions and experience of mentoring Students have a variety of perceptions of mentoring: • A teacher who helps pupils/students who are struggling with GCSE or other assessed work. • Another pupil/student who helps people in class. • Someone outside class who students/pupils can talk to about problems. • Someone who looks out for you

  4. What is mentoring? • Mentoring is to support and encourage people to manage their own learning in order that they may maximise their potential, develop their skills, improve their performance and become the person they want to be." Eric Parsloe, The Oxford School of Coaching & Mentoring

  5. Mentoring throughout the learning journey

  6. Focus of mentor support Mentees: • Students in college who receive additional learning support for ASD who have expressed a need for mentoring. • Students on the Transition to College programme who have expressed a need for mentoring. • Students returning to college who have expressed a need for mentoring. • Students exiting into work – or on works programmes who have expressed a need for mentoring.

  7. WHY ASD? • The National Autistic Society, consulted in March 2012, estimate that 15% of adults of working age in the UK who are on the autism spectrum are in full time employment. • Tantum 2012 estimates that between 4% and 6% of adults on the autism spectrum are in full time employment. • NAS – adults with Asperger syndrome/HFA more than twice as likely to have some sort of mental illness than neurotypical adult.

  8. Why ASD • Knapp et al 2009 – the cost for supporting people with autism in the UK each year is approximately 25 billion pounds (about 500 pounds per person in population as a whole). • Howlin, P (2000) The proportion of individuals with a autism in work rarely exceeds 30% and the majority of jobs for ‘intellectually able’ people with autism are unskilled and low paid.

  9. Mentors • College staff and students who have expressed an interest in mentoring. All are known to me. All staff have CRB. • Mentors have received initial mentoring awareness training. • Mentors have received autism awareness training.

  10. Preliminary Observations • There is a greater ‘demand’ for mentoring at college than we had anticipated. 90% of students on the autism spectrum who are starting college in 2012 said they would benefit from some form of mentoring. • There is some ‘looseness’ of the term mentoring. Some school leavers describe ‘teacher –pupil’ mentoring; research papers mention academic and pastoral mentoring.

  11. Preliminary Observations • Peer mentoring or ‘buddying’ has worked well informally in class. • A very small pilot study run between November and March 2011-12 helped us to identify problems: • - in peer mentoring situations, student mentors may leave the mentoring relationship through conflicts with the pressure of their own academic work. • -Students with ASD may misinterpret the mentoring relationship

  12. Preliminary observations. • -Mentoring should be accredited. • -There needs to be an agreed project leader. • -Mentors should be interviewed to make sure that they have the time and commitment to mentor. • -Mentors and mentees need to know how and when to stop the mentoring relationship.

  13. References • Atwood, T. (2004) The Complete Guide to Asperger’s Syndrome: A guide for Parents and Professionals. London, Jessica Kingsley • Breakey, C. The Autism Spectrum and Further Education: A Guide to Good Practice. London, Jessica Kingsley • Howlin, P (2000) Outcome in Adult Life for More Able Individuals with Autism and Asperger Syndrome. Autism (4) 1 • Knapp, M., Romeo, R., and Beecham, J. (2009) The Economic Consequences of Autism in the UK. Paper prepared for the Foundation for People with Learning Disabilities. • Prince-Hughes, D. (2002) Aquamarine Blue: Personal Stories of College Students with Autism. London, Blackwell • Welkowitz, l. and Baker, L (2008) Supporting Students with Asperger’s Syndrome. University of Manitoba Press.

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