260 likes | 419 Views
57A Botanic AvenueBelfast BT7 1JLTel. 02890 236235Email northern.ireland@nas.org.uk. NATIONAL AUTISTIC SOCIETY (NI). Main principle.
E N D
1. Asperger syndrome and studying : “Joining-up the dots” University Support Providers
QUB 4th June 2009
Ulster 9th June 2009
2. 57A Botanic Avenue
Belfast
BT7 1JL
Tel. 02890 236235
Email northern.ireland@nas.org.uk NATIONAL AUTISTIC SOCIETY (NI)
3. Main principle “If people with AS are approached by someone with whom they have rapport and are introduced to strategies that are compatible with their learning style and the behaviour functions and triggers that are causing problems, they are generally willing learners”
(“AS and Difficult Moments”: Myles and Southwick)
4. EXERCISE 1
MYTH or REALITY??
5. SPECTRUM
6. Some Figures Prevalence rate 1:100??
UK 600,000
NI 16,000
Belfast 2,800
Fermanagh 600
Dungannon 500
L’Derry 1,100
Strabane 400
NI Schools: 3000+ pupils with SEN from ASDs (Schools Census) - 1200 approx with AS
7. POSITIVES (………aren’t they?) OPEN, HONEST (often BLUNT!!)
Liking for ROUTINE
Storage bank for FACTS and FIGURES
Tenaciously CURIOUS
LOGICAL approach
Oriented towards DETAIL
Enthusiastic……about PET OBSESSIONS!
Strong sense of FAIRNESS, JUSTICE, etc
Average to above average IQ
Strong SENSORY AWARENESS
8. EXERCISE 2
“…….what distinguishes individuals with autism from those without it, are interior characteristics: people with autism happen to think differently from people without autism. The essence of autism does not lie in external behaviour and is not outwardly visible. It is a problem of being unable to assign meaning to things. This is a problem shared by all persons with autism, yet the way the problem manifests itself varies”
(Vermeulen P.14)
9. TRANSITION FROM SCHOOL Effect of others’ perception
Distorted view of intellectual ability
Patchy understanding of AS
Benefit of IEP
Variable level of support
Prone to trouble (e.g. bullying, being bullied, etc)
Restricted socially
Inflexible learning style
Confused picture of self
10. Support : main TARGET AREAS ORIENTATION
UNSTRUCTURED TIME
ONGOING FOCUS / SELF ESTEEM
CLASS – related support
EXAMINATIONS
11. EXERCISE 3 SCENARIO:
John has met the required grades for admission into
his preferred course of study. John is about to begin
Year 1. You have been “employed” as support
provider for John. You have been informed that
John has Asperger syndrome.
Task:
Reflect on the initial support you might provide for
John to assist with his orientation into university. List:
a) the kind of information which would be useful for you to have
b) the steps you might take to provide appropriate initial support for John
12. SOME QUOTATIONS “Autism/AS gets to the fundamental issues of how we view talents and disabilities” (Dan Geschwind UCLA)
“Individuals with AS are considered to have a high intellectual capacity while suffering from a low social capacity” (asperger-syndrome.me.uk)
13. QUOTATIONS (Ctd) “Reality to a person with autism is a confusing mass of events, people, places, sounds and sights. There seems to be no clear boundaries, order or meaning to anything.
A large part of life is spent just trying to work out the pattern behind everything. Set routines and rituals all help to get order into an unbearably chaotic life (Theresa Jolliffe 1992)
14. AS – factors affecting study Difficulty with coherence – miss the global picture!
Rigidity in thinking - “live by the book” difficulty in adapting to
context
Communication - literal meaning
Social naivete / awkwardness - risk of ostracism
Hidden effects of Sensory issues - may lead to
meltdown, distraction, anxiety
15. EXERCISE 4
16. SOCIAL Difficulties Student with AS may:
see only own needs – little instintive idea of turn-taking, contributing to group, etc
invade others’ space
misinterpret social situations
be vulnerable to teasing, exploitation,ostracism, etc
look for friendship but may be awkward in contact with others
not fit the “stereotype”
17. SOCIAL SUPPORT find out the “individual story”
work on familiarisation with routines / rehearse situations
support from other students???? How much information?? Partner support??
build on interests
Support provider as “advocate”/ “fixer” / “minder”
Encourage to join AS social group, (esp. NAS group!!!)
18. COMMUNICATION Difficulties Student with AS is likely to:
show little eye contact
need time to process language
have little awareness of body language, tone of voice, gesture, etc
repeat words and phrases i.e. because meaning is not understood
understand literal meanings only
show frustration/anxiety/confusion by meltdown, flapping, rocking, etc
19. COMMUNICATION : points to consider find out what works for the individual
preface with forename to get attention
minimal use of language e.g. single-item sentences, instructions
use concrete language, set phrases or visual symbols/schedules
allow time for processing of language
don’t rephrase – repeat using same words
avoid open questions
limited use of body language, gesture, tone of voice, etc
20. IMAGINATION Difficulties Rigid/solid thinking e.g. emphasis on learned routines/little flexibility
Limited intuition / little instinctive understanding
Problem in generalising
Little understanding of others’ thoughts, feelings, etc
Little connection between Action and Consequence
Preference for data, factual subjects, etc
Disconnects - sees the detail rather than the whole picture
21. more visual than verbal
good memory but emphasis on rote
good concentration when engaged
obsessive or fanatical interest in small range of topics
understanding not intuitive – needs explicit explanations
better on carefully structured tasks
social aspect of classroom may be difficult
sees the detail rather than the global
difficulty with emotional response, opinions, etc
ASD “learning style”
22. PROVIDING SUPPORT - HINTS Depend upon FOREKNOWLEDGE / ADVANCE PREPARATION
Establish RAPPORT early – use existing information
Spend time on ORIENTATION
Concentrate on ROUTINES and STRUCTURES – consistency/reduce unpredictability
Be aware of effects of SENSORY ISSUES
Use VISUAL / PHOTOGRAPHIC SCHEDULES
Engage with the PROCESS of student’s learning
Agree arrangement for DE-ESCALATING anxiety – timeout, etc
Recognise own LIMITATIONS – enlist help from:
Other Students Lecturers Counselling service
23. PROVIDING SUPPORT – ingredients (ctd) LECTURES:
advance discussion > framework/”hooks”
check seating position > reduce sensory distractions
“time out” arrangement
note problems for later
debrief – follow-up on problems
e.g. email request to lecturer??
organise notes
make connection to main topic
24. PROVIDING SUPPORT – ingredients (ctd) GROUP WORK:
rehearse social aspects
practise stock phrases
encourage openness with other
members – trust???
mentor in the group?
negotiate a task which suits
EXAMINATIONS:
check special arrangements
work out daily schedule for revision
avoid over-emhphasis on detail
familiarity with key phrases, exam terms,
etc
encourage work with a class colleague???
rehearse possible topics
practice timed answers
25. FINAL THOUGHT Gunilla Gerland (1997), Liane Holliday Willey(1999), Temple Grandin (1996)
“….a process of development and maturation from teens into adulthood which led to an improvement in social interaction skills”
“……the common recognition that improvements only come about slowly and through conscious analysis of one’s social performance”
“In simple terms, what the above authors have in common is the recognition that what they do not have instintually, they will have to capture cognitively……they are cognitively computing their daily social interactions and effects”
26. SOURCES OF HELP Website of National Autistic Society
www.autism.org.uk
A-Z List of Information Sheets
e.g. “University: how to support students with AS”
“Succeeding in College with Asperger Syndrome” : Harpur, Lawlor and Fitzgerald. Jessica Kingsley Publishers
27. NEVER FORGET!!
The ABC Principle