1. The Inclusive PhD viva n.martin@lse.ac.ukn.martin@lse.ac.uk 0207 955 6034

2. background Beardon L,Edmonds G (2007) The Aspect report. A national report on the needs of adults with Asperger syndrome. www.shu.ac.uk/theautismcentrewww.shu.ac.uk/theautismcentre Madriaga M, Goodley D, Hodge, N, Martin N (2008) Enabling transition into higher education for students with Asperger syndrome' HEA www.heacademy.ac.ukwww.heacademy.ac.uk Martin N.(2008)'REAL services to assist university students who have Asperger syndrome' NADP www.nadp-uk.org Martin N (2010) ‘Minimising the stress of the PhD viva for students with Asperger syndrome’. GAP. 11. 1. 52-57

3. Preliminary research further research via the NADP list see ethical guidelines for research on NADP website participatory-emancipatory principles leading to useful outcomes wider engagement with PhD students is needed to inform this further

4. success many students with AS are highly successful, particularly in science, engineering, ICT and maths, and progress to higher degrees, often exceeding the expectations of their parents and teachers universities have the resources to provide appropriate backup and The Disability Equality (2006) demands further improvements numbers are increasing in HE in general. some people with AS are raising the profile of AS in a positive way, as a difference, and creating a supportive community, via the internet The Autism Act

5. The viva-student concern ‘ I don’t know how to behave in the viva. What is expected of me? Do I say hello? Do we shake hands? How long will it last? Will he expect me to look at him?’

6. Tutor concern ‘He has been told what he needs to do following the viva in terms of revisions but is using a lot of energy on arguing that this is not necessary and it is difficult to convince him of the potential consequences for him of adopting this attitude’

7. Challenges of the viva dealing with a high stress socially demanding environment so much is hanging on it therefore anxiety levels are high Knowing how to respond to questions from the external examiner at the right level, i.e. in relation to their prior knowledge communicating with people who may be being unclear imagination /flexibility required to work out how to behave

8. ........ issues with empathy towards and from other difficulty with understanding expectations getting lost in detail managing practicalities anxiety, stress, often arising as a result of confusion sensory sensitivities (central coherence, executive function, ToM)

9. some individuals embrace the A.S. Label, others hate it and consequently would avoid engaging with any services associated with A.S. or with disability a diagnosis is necessary in order to access many services and adjustments and adult diagnosis can be hard to obtain post diagnosis support is often lacking so someone may be struggling with the implications of a recent diagnosis stereotyping and attitudinal barriers

10. REAL reliable, empathic, anticipatory and logical engagement with the student is relevant at all levels-and for all students positioning students with AS as the only ones who need this is ‘othering’ academically successful PhD students still require sensitivity –don’t we all!

11. Reliability a degree of learner autonomy will have been achieved by any student working at PhD level that does not mean that the student will have the equilibrium to cope easily with cancelled tutorials, people not being there in ‘office hours’ or failures in communication around administrative concerns a named person, or specific office, may be necessary to help the student to move through the journey and step up support at specific stress points

12. empathise empathy is a two way street would ‘I know about AS, I have read ‘The curious incident...’ make you feel good? how about a bit of genius pressure? stereotyping is something that people with AS complain and worry about the external examiner may need some prior information (which is within the control of the student and could be general-but emphasising individuality-or specific-bespoke to what the student wants to communicate)

13. An empathic approach accept that the student will have their own learner style some things will come easily-others will present huge barriers eg: filling in forms, interacting within the context of ‘networking’, participating in conferences and the viva some peer learning might go on in the pub- how can the student access this? does cyber space networking count?

14. anticipate... unfamiliar situations can cause anxiety unexpected changes in routine can cause distress the sensory environment may be disturbing some students will come nowhere near disability services phases of depression and anxiety are likely the PhD viva is about as stressful as it gets! some people fail and support will be needed if this occurs rewrites are usual but the student may perceive this as failure

15. anticipatory strategies develop and communicate robust joined up procedures throughout the PhD process which include regular keep in touch opportunities establish a way of communicating between student and supervisor (and other key people) make the admin as straightforward as it can be ensure access to general support and wellbeing services, and timetabled fun think about every stage,induct students into each phase-think about post viva support-and failure! advise of changes in routine (eg a post it note on the door to advise of a room change, texting, email, intranet) Build in practice vivas?

16. be logical interact ' with the affect turned off’ ambiguity, lack of clarity, unclear expectations, can perpetuate confusion which causes anxiety difficulty with understanding what is in another persons head can make it hard for the student to work out what the supervisor means spelling out how (a) relates to (b) can help students to see the links

17. logical strategies communicate in an unambiguous way produce written next step guidance which is straightforward (including at the post viva pre completion phase) spell out the relative importance of pieces of work and how much effort is expected explain the potential consequences of choices put achievement and failure in context say what you mean and mean what you say

18. So So—how about –maybe-a viva where the student is in one room with an invigilator-and the external is in another room? They communicate-in real time-via the computer? Not for everyone all the time obviously-but is this so outlandish?