Teaching students with Autistic Spectrum Disorders (such as Asperger Syndrome) Kirsty Wayland kw226@cam.ac.uk Joanna Hastwell joanna.hastwell@admin.cam.ac.uk

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

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 Individuals with an individual response Spectrum – as we discuss this some of these symptoms may feel familiar. This is why the term spectrum is used, also terminology characteristics of AS, again these are not a great departure from the general experience Diagnosis is relevant if the symptoms/characteristics are stopping you achieving what you want to achieve Generalising across school to college, from year to year These impairments occur in: • social interaction and social relationships; • verbal and non-verbal communication; • imagination, behaviour and flexibility of thought. difficulties with generalisation

Secondary mental health conditions: Anxiety Depression (develop disproportionately in comparison with the general student population) Describe impact too – additional impact on learning, will magnify the difficulties of having AS

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”.

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.”

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 Obviously – these issues apply across the range of activities This is a list of UG activities – similar difficulties apply for PG students who will likely need to learn new strategies as their learning activities change 7

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 Verbal fluency - Sequencing ideas and communicating them Making things explicit – essay titles Feedback – remembering verbal feedback - hard to take notes and comment, hard to remember 8

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 Both to manage too much and too little contributions, avoiding ‘ask any question any time’ About making these things explicit For eg re constructive feedback, flows both ways. Some people with AS tend towards being overly blunt

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 Inference and ‘imagination’ Linking various topics

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

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 Supplementing the excellent study skills document Generalising across experiences

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 Handwriting – may need laptops Instructions – good practice for all, instructions clear and unambiguous Social situations – drinking culture a problem, perceiving the ‘point’ – scoring on social interactions? 13

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

To produce written work Barriers: Interpretation Planning Expanding points Perfectionism Solutions: model essays clear and explicit titles (e.g. detail AND explain) clear expectations Feedback – balance between ‘good’ and ‘bad’

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 Diagnosis needed

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/ NAS http://www.autism.org.uk/ NAS Cambridge http://www.cambridge-autism.org.uk/

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?