Supporting Students with Asperger Syndrome in Higher Education

1. Supporting Students with Asperger Syndrome in Higher Education Vicky Little Student and Graduate Support Coordinator victoria.little@nas.org.uk Phone: 0207 704 7450

2. Today's Objectives • To develop understanding of Autistic Spectrum Disorder’s (ASD) • To increase awareness of how ASD is displayed at university and why • To explore the range of abilities found within ASD • To provide information, practical strategies and to promote a positive understanding to enable people to effectively support students with ASD

3. Activity • What do you know about Asperger Syndrome? • Get group into small groups and discuss what you know/ think you know about Asperger Syndrome (ok if you are not sure!) • Feedback to rest of the group what you have written for discussion

4. What is the Autism Spectrum? Asperger syndrome Autism (Classic) Average I.Q. Mild learning disability Above average I.Q Moderate learning disability Extreme ability in some areas Severe learning disability

5. What is Asperger Syndrome? • Asperger syndrome (AS): A developmental disorder. ‘High functioning’ autism, intelligence is unimpaired. • 1 in 100 people in the UK have Asperger syndrome • Asperger syndrome is a form of autism, a condition that affects the way a person communicates and relates to others. • “Triad of impairment”:(Wing & Gould, 1979) 1. Communication skills 2. Social interaction 3. Repetitive patterns of behaviour and interests • Often average or above average intelligence

6. Asperger Syndrome and University • Many people with Asperger syndrome take courses in higher education. There can be difficulties in some areas of university life and additional support may be needed. • Difficulties tend to be around social and interpersonal situations, these include socialising with peers. However, there can also be difficulty in time management and forward planning in regards to a students work load.

7. Some statistics… • In 2003 UCAS added another category to their disability section of the form to include autistic spectrum disorder (ASD).. • In 2003, 165 students disclosed that they were on the autistic spectrum applied for university places through UCAS of that 139 were offered places at universities across the UK • In 2008, the numbers rose to 851 students disclosing an ASD and 706 were offered places. Information from http://www.ucas.com/about_us/stat_services/stats_online/data_tables/abusdis

8. Activity Communication exercise: • Think about the different forms of communication you have experienced today. Please list as many as you can think of. Note: Have a look around you for ideas, there are many forms of communication present in this room. • Can you think of a specific time when you have had difficulty with communication? What was the situation and how did it make you feel?

9. Communication Areas of impairment: • Expression of verbal and non-verbal communication • Processing delays • May take things literally or misunderstand what is being implied • Makes factual comments, often irrelevant to the social situation • Give and take in social communication • Pitch, tone, volume & intonation • Body language, eye contact, facial expressions • Ability to communicate can be linked to anxiety

11. Social Interaction Areas of impairment: • Understanding the unwritten rules of interaction • Understanding non verbal signals, including facial expressions • Forming and maintaining social relationships • May appear insensitive to others feelings • Find it difficult to initiate social contact • Talk at length regardless of the listeners interest • Interrupt or talk over others conversation

13. Flexibility of Thought Areas of impairment: • Preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus • Imagining what others are thinking or feeling • Using initiative and making decisions • Organising and planning ahead • Anticipating events from naturally occurring cues • Generalising • Cause and effect

14. Further considerations • The incidence of dyslexia and dyspraxia (impairment of movement) is very high amongst the ASD population. • Many individuals experience sensory sensitivities. These may manifest in hyper sensitivity (eg. find certain clothing uncomfortable) or hypo sensitivity (e.g. need clothing to be tight). • Hearing: different types of noise, for example a fire alarm can be a distraction • Smell: an acute sense of smell this can be a distraction • Sight: VDU screens, over head lights and projector glare can be make it difficult to concentrate

15. Key Characteristics Strengths: • Attention to detail • Methodical approach • Accuracy • Good with facts/figures • Technical ability • Reliable • Motivated • Average/above average intelligence

16. Autism and Me • Watch the video and note down any difficulties that Rory has had in the areas of – Communication Skills, Social Interaction, Flexibility of Thought. • How has he overcome these difficulties?

17. Effective Working Strategies:Ways to supportindividuals with Asperger Syndrome

18. Communication in lectures and tutorial • Use language that is clear, precise and concrete • Use less language, both written and verbal • Be clear about rules of behaviour in lectures e.g. Interrupting lecturer • Give time to process information • Be aware of noise level and other distractions • sarcasm and hypothetical scenarios • Are words what’s needed? – demonstrate • Check what has been understood • Understanding conversation cues

19. Social Relationships and Interaction • Use their interests to encourage and extend interactions e.g. social networking and blogging • Build understanding of appropriate and inappropriate behaviour at university • Be aware that confusion may be caused by our own poor skills in communicating • Check your level of arousal • Interact from the persons perspective, not yours

20. Social interaction and group work • Might have difficulty with forming group – give step by step instructions about what is expected • Make rules of behaviour explicit • Awareness of other students needs – facilitate discussions • Purpose of group work – high anxiety • Sharing the workload and team work

21. Support strategies for dealing with anxiety • Give clear instructions and set realistic deadlines - consider reviewing the assignments before the student submits it • Be aware of sensory issues – speaking loudly might cause more anxiety • Too much information – be clear and direct • Exam stress - provide structure and clarify what is expected • Checklist - to provide reassurance and minimise discrepancy of expectations • Time management – develop a timetable

22. Support strategies for planning & organising Use plans, schedules, timetables to ensure students know: • What should I be doing? • When and Where? • How long for? • How will I know when I have finished? • What’s next? It is important to: • Prepare for and explain any changes • Provide support network • Give structured breaks between structured activities • Use written instructions/feedback when possible

23. Effective Working Strategies • Be consistent in your dealings with the individual • Make rules of behaviour explicit – e.g. contract or learning agreement • Give frequent and immediate feedback • Avoid negatives – do not tell people not to do something, it is clearer to focus on a positive action • Support the person afresh each time they encounter change in a known routine

24. Summary of key points to remember • CLARIFY – e.g. instructions or requests • STRUCTURE – e.g. using timetables • FEEDBACK – e.g. inappropriate behaviour

25. Group Activity • Case study

26. Further Information Autism and Asperger Syndrome NAS website: www.autism.org.uk NAS helpline: 0845 070 4003 autismhelpline@nas.org.uk Prospects Employment Service www.autism.org.uk/prospects 0207 704 7450 Public Autism Resource & Information Service (PARIS) www.info.autism.org.uk

27. Contact details Vicky Little Student and Graduate Support Coordinator 0207 704 7450 victoria.little@nas.org.uk