1. Teaching students with Autistic Spectrum Disorders (such as Asperger Syndrome) Kirsty Wayland kw226@cam.ac.uk Ali Fawkes ahf24@admin.cam.ac.uk

2. Aims and Objectives to better understand what Autistic Spectrum Disorders, such as Asperger Syndrome are be aware of the barriers students with Asperger Syndrome experience have solutions to those barriers be aware of other services available

3. What is Asperger syndrome? social communication social interaction social imagination love of routines special interests sensory difficulties http://www.autism.org.uk/about-autism/autism-and-asperger-syndrome- an-introduction/what-is-asperger-syndrome.aspx

4. Secondary mental health conditions: Anxiety Depression (develop disproportionately in comparison with the general student population)

5. Quotes, Cambridge Project 2011 “The tutorials were stressful as I don’t like talking to people, especially strangers. Taking on detailed verbal questions can be a problem as it is not possible to find the time to calm myself and fully think through an answer.” “When someone with AS does something that seems totally ludicrous, they always have a reason which, in their own mind, is perfectly logical. It may be a good idea to ask them what this reason is” “Do not assume AS is something ‘wrong’ with someone. A lot of the problems are caused by a lack of empathy from others” “AS means to me; organisation, directness, sense of purpose, being dependable and wanting others to be as dependable as I am. Lacking confidence with everyday tasks”.

6. Effective communication: “Avoid giving too much information at once, orally. Having it written down, or letting the person take notes, could be useful.” “Try to have well structured conversations, for example keep sentences short and clear.” “Say exactly what you mean. Do not exaggerate or try to put something such that it sounds less or more than what it is.”

7. To attend and participate in: Lectures Barriers: Arriving on time, with correct materials Easily distracted Taking notes: too many or too little Questions: asking or understanding Solutions: Make the environment as predictable as possible, examples: Slides and handouts made available Course overview Reserved seating (not named) Planning a complete timetable

8. To attend and participate in: Supervisions Barriers: Organisation and meeting deadlines Social interaction Working in groups – turn taking, feedback, questions Speaking too much Not wanting to speak Using feedback Solutions: Making things explicit – expectations, essay titles, and what to be handed in Discuss support needs in advance Use of ground rules for all Practice opportunities Written feedback

9. Ground rules – some examples Turn taking – one person speaks at a time Hands are raised before speaking Each person speaks for a maximum of 5 minutes Each person can ask a maximum of 3 questions at a time Constructive feedback

10. Modelling tasks Demonstrate good communication in the group setting, remind the group of the agreed means of communication Give model answers to questions indicating if necessary the compulsory elements of each answer Discuss (on a 1-1 basis if necessary) the time required for each activity

11. Feedback Written by, or agreed with the supervisor Supplemented by concrete examples where possible Consideration given to explaining how the feedback is weighted Use of specific scores, such as degree classifications to indicate level of work

12. More generally Understanding that sometimes following the rules is necessary to success Understanding when a result can be challenged and when it is necessary to accept it Describing the expectations in terms of how the supervisions are going to work Ensuring that the student understands exactly what is required of them in terms of participation in all elements of the course

13. To attend and participate in: Practicals, fieldwork and years abroad Barriers: Verbal and non verbal instructions New environment Sensory environment and stimulation Group work and social situations Solutions: Focus on preparation and anticipating need Clear written instructions Consideration given to a suitable environment Assistance with practical work Ground rules for all relating to group work and establishing a role in the group

14. To source and read relevant materials Barriers: Selecting most relevant material Wanting to cover everything Solutions: Directed reading lists Study skills for extracting information

15. To produce written work Barriers: Interpretation Planning Expanding points Perfectionism Solutions: model essays clear and explicit titles (e.g. detail AND explain) clear expectations

16. Access Arrangements for exams Apply via tutorial office by the Division of Lent term Possible adjustments; Extra time Use of a word processor Separate room Prompt/scribe

17. Support available Disability Resource Centre (DRC) http://www.admin.cam.ac.uk/univ/disability Disabled Students’ Allowances (DSAs) providing mentoring, study skills http://www.direct.gov.uk/en/DisabledPeople/EducationAndT raining/index.htm Counselling Service http://www.counselling.cam.ac.uk/http://www.counselling.cam.ac.uk/ NAS http://www.autism.org.uk/http://www.autism.org.uk/ NAS Cambridge http://www.cambridge-autism.org.uk/http://www.cambridge-autism.org.uk/

18. Questions? What challenges do students with AS face in your area/in general? How could this be improved? What will you do differently to support students with AS?