1. SUPPORTING STUDENTS WITH A.S IN H.E.(Info also relevant to F.E.) Dr. Nicola Martin AS =Asperger’s syndrome A form of autism associated with more able people Objectives Brief overview of AS / possible impact relevant H.E (emphasising individuality) To explore support strategies together focussing on mentoring and feedback (emphasising Social Model)

2. Background Research with 179 university staff who have worked with 110 students with AS in 17 institutions suggests that a package of support which is not dependant on one individual is most effective Support structures which are reliable, have clear boundaries, and involve people in a range of roles (eg study skills tutor, home help, mentor to assist with personal organisation, work best) A high level of parental support is common Increased independence over time is not unusual Early assistance is recommended Some students are embarrassed about having AS-be sensitive

3. Support that works Pre entry DSA /links with university/ Assessor who understands AS. (Staff development). Support in place pre start /Summer school /familiarisation /phone contact /advocacy. Help during Fresher’s week to join in socially – regular timetabled activities (eg chess, aerobics, pool, martial arts, local activities outside university, eg church) Timetable including non academic time (eg regular academic, social & practical support slots, social activities) Reliability

4. Academic-Practical-Social An academically able person with AS may be finding the practicalities of daily life very difficult and may be feeling left out and socially isolated. This can lead to depression. Help with cooking, doing the washing, finding the way to the supermarket, organising regular meals, engaging with social activities may well be as important as academic backup. Maslow’s Hierarchy of Needs. If someone feels hungry, thirsty, unsafe and isolated they are not likely to be able to engage effectively in higher order activities (learning).

5. Mentoring What does this mean to you? Ideally- someone who can help the student with AS to find their way through the confusions and difficulties they encounter, particularly in the early days of university has a clear role and defined boundaries can help the student with AS to learn from experience does not have a stereotyped view of AS

6. Feedback Mechanisms which facilitate learning, develop independence and confidence and help the student to make links between experiences Learning goes beyond academic engagement

7. Triad of Autistic Impairment (emphasis on individuality-continuum). Social Communication Rigidity and inflexibility Apologies for Medical Model terminology

8. Prevalence –Gender-Location More common in males (4-1). Some evidence of hereditary component. Around 1 person in 500 (at least. Baron Cohen suggests 1 in 200) Dyslexia may also be present, can occur alongside other impairments (eg puberty onset epilepsy, dyspraxia, Irlene’s syndrome) Able Autism is a slightly different manifestation Engineering, ICT, Sciences, Maths most common courses with students often coming via A levels. People change over time, and not everyone is comfortable with the idea of AS There are positive features of AS

9. DIAGNOSTIC CRITERIA Gilberg 1991 Severe impairment in reciprocal social interaction All absorbing narrow interests Imposition of routines and interests Speech and language problems Non verbal communication difficulties Motor clumsiness Medical Model

10. EMPATHY -THEORY OF MIND Empathy is a two way street A difficulty with – seeing the world from someone else's point of view seeing self through the eyes of another reading faces applying emotional intelligence Lack of sensitivity to other peoples feelings Inability to take into account what other people know Difficulty with reading others intentions/ motivation Vulnerability

11. Individuality Emphasis on continuum Effect of environment (which can be disabling) Personality Ability Diagnosis may be recent Reaction to diagnosis may alter over time Difference v disability (other people’s reactions can be disabling) Possibly being very good at some things

12. Pattern of reaction? Able to talk openly about having AS & it’s implications. Not diagnosed but suspecting. (Possibly accessing dyslexia support). Aware of & unhappy about diagnosis. Possibly depressed-hostile –trying to keep info quiet. Not diagnosed and not apparently aware of possible AS.

13. BEHAVIOURS Rigidity- Resistance to change- finding new experiences difficult Imposition of rituals Anxiety-perfectionism Obsessive behaviour- attention to detail- completer/finisher Generalisation problems Lack of /difference in imagination Obsessive behaviour (not OCD)- Motivational differences Social clumsiness Narrow (deep) focus ‘Challenging behaviour’(eg as a retreat from stress-e.g. around changes in routine sensory overload)

14. COMMUNICATION

15. Feedback-Planning Clarity is essential A mentor may be an intermediary helping the student to make sense of what is required Language may be interpreted literally so avoid ambiguous phrases (eg ‘Take a leaf out of his book’) Be specific (eg ‘spend half an hour on this task’) Assume organisational difficulties so provide back up and assist with planning (write things down, use email etc) Don’t move the goal posts (and avoid this expression unless the student is taking Football Studies) May need to feed back to student about aspects of their behaviour (eg ‘Even if you are bored don’t say so out loud’)

16. Academic Feedback Vague feedback is hard to interpret (eg ‘Beef this section up a bit’) Support to develop an Action Plan for a referred piece of work may be needed The student may not have a clear idea about the amount of effort required or the relative weighting of a piece of work Making decisions-choices may provoke anxiety Knowing who’s opinion /advice to take seriously may not come automatically Relationships between aspects of learning may need to be pointed out as generalising across contexts can present a challenge

17. Social Feedback Be direct but sensitive to causing embarrassment (eg ‘You should take a shower every day’-NOT ‘You smell’) Help the student to develop strategies to generalise advice (eg a list of daily things to do- which could include taking a shower) The impact of a behaviour or the motivation of another person may need to be pointed out-sensitively (eg ‘Limit yourself to spending £5 a night on buying other people drinks in the bar. If you buy someone a drink, they should buy you one next time’) Empathise –don’t catalogue flaws-think how that would make you feel Help the student to join in socially (eg Fresher’s week support)

18. Changes in routine Course related- Transitions Change of modules Preparation for exams New staff Visits -field trips – placements Leaving Life related- Moving into -out of halls Changes at home /returning home The first time the condition is explained Unfamiliar routines /food /bed /people

19. Emotional low self esteem anxiety sadness rejection isolation confusion embarrassment

20. Strategies Enable student to build on their strengths Be aware of learner style Manage transitions Anticipate anxieties /Warn of changes Make things clear Communicate with the student before start of course (& with other agencies –parents, with permission) Keep in touch between interview and starting Manage post college transition-support into work Be reliable and empathic

21. Disclosure ‘Informed Consent’ under DDA- Establish what the student understands about the impact of their AS-abilities as well as impairments Negotiate with the student about how their requirements should be described, two whom and why (including emphasising positives) Involve residential staff (by negotiation) Arrange empowering staff development activities which give people confidence and emphasise abilities and a Social Model response

22. Support Structures Must be reliable Must be relevant to the individual Must have boundaries Avoid dependency relationship developing with one person Think of DSA as wider than technology Think wider than the course Avoid ambiguity Avoid negativity

23. Reasonable adjustments Potential Issues Lack of empathy may impact on understanding of what is reasonable Not all students with AS are willing to accept support Inflexibility arising from lack of problem solving skills may seem like unreasonableness Potential Solutions Provide guidelines on purpose/ nature of support Help with non academic areas to facilitate coping Advocates /Buddies Choice between limited options might be easier Consider learner style- play to strengths

24. Enabling Practical-Academic Support Do not assume that the student will understand how to solve problems relating to money management, public transport, benefits etc Try and understand the way the student does things Avoid genius pressure while emphasising positives Assume organisational difficulties / work with the student to find solutions Make expectations absolutely clear Make links explicit Problem solving skills involving generalisation may be limited –assist with making links