SUPPORTING STUDENTS WITH AS IN HE. Nicola Martin ex 4418 AS =Asperger’s syndrome A form of autism associated with more able people Objectives To provide a brief overview of AS and discuss possible impact relevant HE (emphasising individuality) To explore support strategies together focussing on mentoring and feedback

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

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

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

Triad of Autistic Impairment (emphasis on individuality-continuum). Social Communication Rigidity and inflexibility

Prevalence -Gender More common in males (4-1) Around 1 person in 500 (at least) Dyslexia may also be present Can occur alongside other disabilities Puberty onset epilepsy, dyspraxia, Irlene’s syndrome, migraine can coexist Able Autism is a slightly different manifestation People change over time, and not everyone is comfortable with the idea of AS

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

EMPATHY -THEORY OF MIND An inability to – see the world from someone else's point of view see self through the eyes of another read faces apply emotional intelligence Insensitivity to other peoples feelings Inability to take into account what other people know Difficulty with reading others intentions/ motivation Vulnerability

Individuality Emphasis on continuum Effect of environment Personality Ability Diagnosis may be recent Reaction to diagnosis may alter over time Difference v disability

BEHAVIOURS Rigidity- Resistance to change Imposition of rituals Anxiety Obsessive behaviour Generalisation problems Lack of imagination Obsessive behaviour (not OCD)- Motivational problems Social clumsiness Narrow focus Challenging behaviour As a retreat from stress- e.g. around changes in routine /sensory overload

COMMUNICATION

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 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’)

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

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

Further difficulties

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

Practical

Emotional low self esteem anxiety sadness rejection isolation confusion embarrassment

Strategies Manage transitions Anticipate anxieties Warn of changes Make things clear Communicate with the student before they start & with other agencies -parents Keep in touch between interview and starting the course Manage post college transition Be reliable and empathic

Disclosure ‘Informed Consent’ under DDA- Establish what the student understands about their condition Negotiate with the student about how the condition should be described Involve residential staff (by negotiation) Arrange positive staff development activities which give people confidence and emphasise abilities

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

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 and nature of support Help with non academic areas to facilitate coping Advocates /Buddies Choice between limited options might be easier

EXAMS

Practical-Academic Support Do not assume that the student will understand how to solve problems relating to money management, public transport, the benefits system etc Assume organisational difficulties Make expectations absolutely clear Make links explicit problem solving skills involving generalisation may be limited