Preparation and Tips Higher Education Preparing for Higher

Preparation and Tips Higher Education

Preparing for Higher Education Each area must be addressed and student supported to realise that this transition may prove challenging because of, • • • Increase academic demand Away from home in new environment Sleep and eating changes Identity crises Changed family dynamic Financial burdens Social changes New people, ideas, expectations Alcohol and drugs Sexual identity • Prepare for postgraduate life, career uncertain

3 rd Level/Higher Education The number of students with autism going to university has soared in recent years, growing by more than 200% in five years – and this figure does not include students who haven't disclosed. Research is showing that these students are more vulnerable to dropping out than others. In 2011 -12, 3. 5% of students with autism did not complete their course, compared with 2. 6% of their course mates. "It's a difficult time for any student but particularly for someone with autism spectrum disorder who is coming into an environment that isn't as structured as previously. “ On the brighter side, a third year student has said, "In school I was bullied quite a bit for being weird, but at university, it's never been an issue. At university, it's the first time I've been able to be open about it [autism]. "

Some universities, now, offer pre-enrolling students courses on • Cooking a meal • Using public transport, • Teamwork. • Student humour and facial expressions • Asking a tutor for help or clarification • Using pet therapy as a medium for build interpersonal skills But also offer lecturers training on • giving unambiguous instructions to students, • avoiding last-minute changes to timetables, and • making lecture notes available in advance.

Marshal, 2016 Consider Girls • May have dropped out of high school and gone back later, or may have repeated a grade. • May have unfinished or partial degrees, may have many finished degrees, many have Doctorate of Ph. D level qualifications. • Many have taken longer to achieve their education, as compared to their peers. • May have a history of enrolling and attending university classes, followed by dropping out of classes or semesters. Sometime later, she then re-enrols/attends later on, in life. • A history of deferring exams, not attending classes, dropping out of classes or programmes, is common. Aspienwomen : Adult Women with Asperger Syndrome. Moving towards a female profile of Asperger Syndrome

Consider Girls • May have repeated high school or courses OR • Dropped out completely. • A history of many doctors and counsellors visits throughout university life, without any significant improvement • Difficulty taking the same amount of courses or classes as her peers May • get lost on campus easily, • lose possessions, • be late for classes or exams Aspienwomen : Adult Women with Asperger Syndrome. Moving towards a female profile of Asperger Syndrome

Personal Perspective on the transition to Higher Education “This did cause me stress and did make me upset. How I managed to avoid a nervous breakdown is testament to my sheer courage and determination to fight on. ” David Nicholson, BA (Hons) Law and Politics, Parliamentary Assistant at UK Parliament, speaking to Parliament

• Supporting students with Asperger’s Syndrome and other Autistic Spectrum Conditions in the College Environment www. tcd. ie/disability/staff/supporting_students_wit haspergers. php • Supporting Students with Asperger’s Syndrome and other Autistic Spectrum Conditions in the 4 th Level College Environment www. tcd. ie/disability/staff/supporting_students_ withaspergers. php Both written by Dr. Zehanne Kenny and Declan Treanor, Dr Kenny had Asperger syndrome Sources of support

DCU, autism friendly university Adam Harris said, “The aim of this project is to help students with autism transition to third level and ultimately to independence by creating a more inclusive atmosphere in college, and helping with their transition to employment. Working with Dublin City University, we can create a social, commercial, academic and cultural environment which is wholly inclusive. If we succeed, more people with autism will remain and succeed both at third-level and subsequently in work. ”