Supporting Students with Autism Debbie Austin Debbie Austinautismeastmidlands

Supporting Students with Autism Debbie Austin Debbie. Austin@autismeastmidlands. org. uk

“The word “autism” still conveys a fixed and dreadful meaning to most people – they visualize a child mute, rocking, screaming, inaccessible, cut off from human contact. And we almost always speak of autistic children, never of autistic adults, as if such children never grew up, or were somehow mysteriously spirited off the planet, out of society” Temple Grandin Ph. D

• “I don’t tell my fellow students, because I don’t want preconceptions affecting how they see me. Id rather by a ‘mysterious guy’ than autistic” Source www. autism-uni. org

What is autism?

Autism: The facts • Autism is a lifelong neurological condition which affects the way that a person communicates and how they experience the world around them • Autism is a spectrum condition, ranging from severe (classic autism) to high functioning/Asperger syndrome • No two individuals with autism are alike – they may share common differences but their autism affects them in unique ways • Differences in communication, social understanding, processing (flexibility of thought) and sensory

Autism: The facts • Roughly 1 in a 100 people in the UK have autism, around 1% of the population • Women and girls have autism too! • Largely thought to have a genetic link • Autism is not something to be cured • Autism is not a learning disability or a mental illness

Autism and Mental Health • Autism can co-exist with other conditions, such as anxiety, depression, obsessive compulsive disorder • ‘ 70% of people with autism have at least one mental health condition such as anxiety, depression or behavioural problems, including obsessive compulsive disorders and selfharm ‘ Source Autistica • Anxiety is very common in people with autism

Anxiety • Students with Asperger syndrome may experience higher levels of stress and anxiety than other students • Moreover the things that cause them stress and anxiety may be different than for the average student. • A student with Asperger syndrome may seem unconcerned about a particular assignment, but may experience high levels of anxiety if changes are made to the timetable Source National Autistic Society

Challenges faced by autistic students • • • The social and physical environment Lack of appropriate support Unrealistic expectations by the student Challenges concerning assessment Transitioning to adult life requiring more effort than it would for the average student Source www. autism-uni. org All of these could impact on a student accessing Higher Education or being able to complete their studies

Challenges faced by autistic students – Social • Difficulties picking up unwritten social rules when interacting with others • Difficulty tolerating noise, lighting, crowding and other sensory aspects of university life • Talking in the library? • Living in a new environment, not knowing anyone, expectations?

Challenges faced by autistic students - Learning Having an impaired ‘executive function’ can affect: • Working memory • Organising • Planning • Understanding complex/abstract concepts • Using new strategies • Time management

Lack of recognition or support Can potentially lead to : • Increasing levels of Stress and Anxiety • Depression • Risk of dropping out

My experience • Undergraduate degree in Psychology 2004 - 2007 • Difficulties in first year, diagnosed with mild reactive depression. Severe stress and anxiety over exams and coursework • Year 1 tutor told me “maybe it wasn’t the right time to do my degree” Very unsupportive! • Went to student counselling to manage anxiety • Once I had year one grades, anxiety went • Intensity of focus – certain modules • Went on to achieve high 2: 1

http: //www. autism-uni. org/ An Online Toolkit for autistic students to give them the information and strategies needed to manage the transition to university We invite universities to adopt and adapt the toolkit, and make it available to their students.

Success in Higher Education Support strategies: General • Do not make assumptions! Every student with autism is unique • Individualised assessment of support needs – encourage students to apply for support and arrange an assessment as early as possible • Find out preferred method of communication • Raise awareness of Autism amongst staff and students • Autism & Uni online toolkit can be a useful aid

• ‘Individuals on the autism spectrum respond best to a structured, predictable environment, which seems to help offset the social challenges with which they are constantly struggling’ Howlin (2004) cited in Macleod & Green (2009)

Success in Higher Education Support strategies: Social and physical environment Explain the social context Explain expected behaviour Explain the perspective of others involved Accommodate sensory needs if possible Identify and provide a quiet room Prior notification needed of any changes to timetable/rooms • Encourage students to join societies related to their particular interests – can meet people with similar interests, reduce feelings of loneliness/isolation • • •

Success in Higher Education Support strategies: Learning Use clear unambiguous language All lecture slides to be provided in advance Permission to record lectures Be aware of issues with attention and concentration • Refer to the students special interest to reinforce concepts due to lack of motivation – can be useful in group work too • Be aware of perfectionist tendencies • •

Success in Higher Education Support strategies: Learning • Be aware of learning styles. Individuals may not be able to organise their workload or think abstractly! Mentors are helpful • Be aware of difficulty working in groups and group activities – see online toolkit for helpful advice- alternatives? Pair working first? • It is helpful for feedback from tutorials to be written down – in a visual format • Clarification of ambiguous language– e. g. exams/essay titles

Success in Higher Education Support strategies: Wellbeing • Support to self monitor anxiety levels in order to ensure emotional wellbeing • Personal tutor- encourage strong relationship, be consistent, set up regular review meetings- questionnaire to complete beforehand • Peer mentor/buddy • (Self) Acceptance and understanding key to wellbeing

http: //braininhand. co. uk/

The e-portfolio system Mahara Mc. Dowell, J. & Austin, D. (2010) ‘An investigation into the use of learning technology tools to offer opportunities for learners with Asperger’s Syndrome in higher education to participate in group work’. More info and free software download available at http: //www. mahara. org

Mentoring “I have found it particularly useful to have a mentor/advocate who has AS themselves and is also a teacher working in FE/HE as this has enabled me to have a greater understanding of myself, not to feel so alone…. . “ Source: Leeds Autism Aim Project

Strengths • • • Enthusiastic, determined Capable of extreme focus Ability to ‘think out of the box’ / Creative Ability to see patterns and processes Innovative problem solving / reasoning skills Strong research skills especially in areas of particular interest

Life after university Finishing studies ‘Transition’ – can be distressing Time of reflection For some students, leaving can be a form of grief/loss University gave them sense of identity Intensity of focus No one to talk to about their special interest Some are the ‘eternal student’ Structure, meaning and purpose has gone Importance of careers advice, guidance and support, counselling? • Future learn? • • •

Further Reading • Autism and Asperger Syndrome: The Facts by Simon Baron Cohen • Autism and Asperger syndrome: preparing for adulthood by Patricia Howlin • The Complete Guide To Asperger Syndrome by Tony Attwood • Developing Talents: Careers for Individuals with Asperger Syndrome and High. Functioning Autism by Temple Grandin and Kate Duffy • Managing Asperger Syndrome at College and University by Juliet Jamieson and Claire Jamieson • Autism & Uni: Best practice guides for university staff, lecturers and support staff at www. autism-uni. org

Research • Macleod, A. , & Green, S. (2009). Beyond the books: case study of a collaborative and holistic support model for university students with Asperger syndrome, Studies in Higher Education, 34(6), 631646 • Mc. Dowell, J. and Austin, D. (2010) ‘An investigation into the use of learning technology tools to offer opportunities for learners with Asperger’s Syndrome in higher education to participate in group work’. In: Addressing Autism and Asperger's Syndrome, Friday 21 st May 2010, Edge Hill University, Ormskirk • Mc. Dowell, J (2015) ‘A Black Swan in a Sea of White Noise: Using Technology-Enhanced Learning to Afford Educational Inclusivity for Learners with Asperger’s Syndrome’ Social Inclusion , 3 (6), pp. 7 -15.