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Autism Awareness in Higher Education

Autism Awareness in Higher Education. Presenters : Elizabeth Orlando , Associate Director of Disability Services and Academic Achievement Maria Marottoli Kavanaugh, Director of the Counseling and Testing Center. Look at the prevalence of ASD nationally and at Stonehill

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Autism Awareness in Higher Education

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  1. Autism Awareness in Higher Education Presenters: Elizabeth Orlando, Associate Director of Disability Services and Academic Achievement Maria Marottoli Kavanaugh, Director of the Counseling and Testing Center

  2. Look at the prevalence of ASD nationally and at Stonehill • Identify characteristics of individuals on the spectrum • Talk about reasonable accommodations • Explore social/college life implications of ASD • Review resources and tips for faculty around supporting ASD students • Discuss case examples as well as experiences professors may be sharing from their own classrooms Today we will:

  3. Nationally, 1 in 88 children are diagnosed with an Autism Spectrum Disorder (2008) • At Stonehill College, approximately 9% of students registered with ODS have an Autism Spectrum Disorder. What do the statistics say?

  4. Autism • Asperger’s Syndrome • Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) • Non-Verbal Learning Disability (NVLD), although not officially on the “spectrum,” has overlap in characteristics What is the Spectrum?

  5. Impairment in use of non-verbal behaviors • Difficulty establishing developmentally-appropriate peer relationships • Lack of spontaneity to share experiences/emotions interpersonally • Difficulty with social/emotional reciprocity • Restrictive, repetitive, or stereotyped patterns of behavior or interest • Autism may have language delay, not typical with Aspergers or NVLD • May struggle with abstract thinking, more concrete typically • Difficulty with organization, executive functioning • Preference for routine, difficulty with transition • Literal understanding of language • Sensory-processing difficulties (hypo or hyper sensitive) ASD Characteristics Sources: DSM-IV-TR and Students with Asperger Syndrome: A Guide for College Personnel

  6. Reasonable accommodations can be made, but we cannot fundamentally alter the course curriculum. • Examples of accommodations include but are not limited to: -Papers instead of exams (to be used sparingly) -Breaks during exams -Distraction-free setting -Extended time on exams -Use of a computer -Use of Assistive Technology (E.g. Dragon Naturally Speaking, Kurzweil, Echo Pen) -Peer note taker -Sensory modifications (if necessary) Reasonable Accommodations

  7. May be perceived as odd or different, some behaviors may be social deterrents, leading to isolation, roommate conflict, etc. • Difficulty in understanding unspoken rules of behavior can lead to social, romantic, and even judicial struggles • Do not infer, understand hidden meanings, role model behaviors in the way other students do and need literal direction • May be attracted to activities that are highly intellectual, with quiet like-minded individuals, but may have difficulty initiating involvement in such activities • Aspects of residential life on-campus may be exacerbating to some symptoms/sensitivities • Susceptible to bullying, perhaps being taken advantage of in different ways Social Aspects and Campus Life Implications

  8. 1. Office of Disability Services (ODS) 2. Counseling and Testing Center (CTC) 3. Office of Academic Services (OAS) 4. Center for Writing and Academic Achievement (CWAA) 5. Needs Assessment Team 6. Campus Ministry 7. Student Activities 8. Center for Teaching and Learning (CTL) Campus Resources

  9. Class breaks can be helpful • Redirecting responses, asking follow-up questions can help bring student to points of their answers/responses • Supplement oral instructions with written ones, • If meeting 1:1 ask student to repeat understanding assigment or your feedback to you • Avoid words that create absolutes such as “always” or “never” unless you 100% mean them • Use clear directives and establish rules around personal space, use of your time, student’s behavior or language in class if inappropriate • Be clear and directive when writing revision feedback • Avoid use of idioms, sarcasm, double meanings unless also explaining the usage clearly • Encourage use of campus resources • If a student has not presented accommodation letters and presents some of the symptoms difficulties we discussed today, consult with appropriate offices or Needs Assessment Team Tips for Faculty

  10. Case Studies

  11. Questions ?Concerns? Experiences?

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