Learning and Teaching: Essential Guides

No 11: Supporting Students with Aspergers Syndrome and Autism

Need for a predictable work environment:

• Preferenceforsameness&difficultyincoping with changes in routine.

• Studentsmaywishtositinthesameplacefor each session.

• Changesmayprovokeextremeanddisablinglevelsofanxiety.

Environmental stresses may cause distress, including:

• Crowdedlecturetheatresandexamhalls.

• Loudandsuddennoises&intenselighting.

Motor skills:

• Impaired coordination.

• Slowwritingspeeds.

Teaching Strategies

Somestudentsuseapersonalassistant, fundedby their Disabled Students’ Allowance, to helpmediate interactions, prepare for changes toroutine and act as support/reference point.

StepswhichcanhelpyoumeetthelearningneedsofstudentswithASorAutisminclude:

Recognising that the inability to read others orunderstandfigurative language& ironymay leadtodifficultiesindiscussions.

Explainingetiquettes:theunwrittenruleswetakeforgrantedmayneedtobespelledoutwithregardto lecture and seminar behaviour, and exametiquette.

• Usingexplicitandunambiguousrules.

• Avoidingmetaphoricallanguage.

• Givinginformationinadvance(ifpossible)

Aspergers Syndrome forms part of the Autistic Spectrum (also known as AS or ASD), adevelopmentaldisabilitywhichaffects thewayaperson communicates and interacts with others. Understanding that students with Aspergers Syndromehave restrictedpatterns of behaviour,interests and activity may help you work moreinclusivelywiththem.

Anumberofcognitive,social&sensory featuresmayimpactonstudents’learning.

Cognition:

• StudentswithASarepronetoliteralinterpretation,withimpairedabilitytounderstandthefigurativeandabstract.

• Anobsessional,perhapssingle,interest,oftenintheirsubject,oranaspectofit.

• Seen from the perspective of a student withautism,theabilitytofocusonalimitednumber of things of extended periods to a far greater degree than non autistics. This can in appropriate contexts become a strength.

• Atthesametime,studentsmaybehighlydistractible.

• Strongfactualmemory.

Impaired social interactions:

• Inabilitytoreadsocialsigns,topickupcuesfromothers,especiallynonverbalones.

• Monotonousspeech&limitedeyecontactcancontributetothis,asmayritualisticbehaviours.

Learning and Teaching Essential Guides

Learning and Teaching: Essential Guides

about changes in routine/different & new events/venues.

• Offering or referring to study support in setting work priorities.

• Visualwaysofpresentingnewconceptsmaybehelpful.

• Giving extra time to take notes.

• Minimizingbackgroundnoise,andalertingstudents when you can to sudden noise.

• Being understanding in response to a student’srequestsorneeds–suchasaskingalwaystositinaparticularplace,ortotaperecordlecturesformakingnoteslater.

• Discussingapproachestopotentiallydifficulttaskswiththestudentand/orDisabilityService.(Thismaybeespeciallyhelpfulinmanaginggroupteachingsituations.)

• Some understanding of the nature of a student’simpairmentmayhelppeers’responses.Thisissomethingforindividualnegotiationasconfidentialitymustnotbecompromised.

• Being prepared to mediate in group settings and ensuring that a student with AS understandswhatothergroupmembers’expectations of them are.

• Reviewing wording of assessments & ensuring that the student does understand justwhatisrequired.

Assessment adjustments might include:

• Modifyingthelanguageofquestionstoremove scope for misinterpretation.

• Providing a separate exam room to reduce anxiety/ disruption to others.

• Offeringadditionaltimefortasksrequiringmanualskill/speed.

• Consideringofferingalternativestogroupassessments.

Support from the Disability Service might include:

• AssistancewithDisabledStudentAllowanceapplication.

• RegularmeetingswithaLearningMentortoensurestudentisunderstandingrequirementsof assignments.

• Assistance preparing for group work.

• CampusAssistanttohelpstudentwithinteractions and new situations.

Links

Information for education professionals, National Autistic Society:

http://www.nas.org.uk/profess/further.html

http://www.udel.edu/bkirby/asperger/

The stories of undergraduate and postgraduates with AS:

http://www.users.dircon.co.uk/~cns/

Learning Styles and Autism:

http://www.autism.org/styles.html

Prospects employment consultancy for people with AS/Autism:

http://www.nas.org.uk/nas/prospects/index.html

Learning and Teaching: Essential Guides

Queriesregardingtheneedsofindividualstudentsshouldbe referred to theDisability andDyslexiaServicesTel: (external)01243812076 (Internal)2076.

Centre for Learning and Teaching/Disability and Dyslexia Service Enhancement Guides

The University promotes an inclusive approach to learning and teaching, based on equity and equal entitlement. The university’s aim is to increase the proportion of students who are currently under-represented in higher education in order to widen participation and its objective is to provide suitable facilities, and implement policies that enable all students to undertake and complete their studies successfully.