{ Autism Awareness in Higher Education Presenters: Elizabeth Orlando, Associate Director of Disability Services and Academic Achievement Associate Director of Disability Services and Academic Achievement Maria Kavanaugh, Maria Marottoli Kavanaugh, Director of the Counseling and Testing Center

Today we will: Look at the prevalence of ASD nationally and at Stonehill Look at the prevalence of ASD nationally and at Stonehill Identify characteristics of individuals on the spectrum Identify characteristics of individuals on the spectrum Talk about reasonable accommodations Talk about reasonable accommodations Explore social/college life implications of ASD Explore social/college life implications of ASD Review resources and tips for faculty around supporting ASD students Review resources and tips for faculty around supporting ASD students Discuss case examples as well as experiences professors may be sharing from their own classrooms Discuss case examples as well as experiences professors may be sharing from their own classrooms

  Nationally, 1 in 88 children are diagnosed with an Autism Spectrum Disorder (2008)   At Stonehill College, approximately 9% of students registered with ODS have an Autism Spectrum Disorder. What do the statistics say?

What is the Spectrum? Autism Autism Asperger’s Syndrome Asperger’s Syndrome Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) Non-Verbal Learning Disability (NVLD), although not officially on the “spectrum,” has overlap in characteristics Non-Verbal Learning Disability (NVLD), although not officially on the “spectrum,” has overlap in characteristics

ASD Characteristics Impairment in use of non-verbal behaviors Impairment in use of non-verbal behaviors Difficulty establishing developmentally-appropriate peer relationships Difficulty establishing developmentally-appropriate peer relationships Lack of spontaneity to share experiences/emotions interpersonally Lack of spontaneity to share experiences/emotions interpersonally Difficulty with social/emotional reciprocity Difficulty with social/emotional reciprocity Restrictive, repetitive, or stereotyped patterns of behavior or interest Restrictive, repetitive, or stereotyped patterns of behavior or interest Autism may have language delay, not typical with Aspergers or NVLD Autism may have language delay, not typical with Aspergers or NVLD May struggle with abstract thinking, more concrete typically May struggle with abstract thinking, more concrete typically Difficulty with organization, executive functioning Difficulty with organization, executive functioning Preference for routine, difficulty with transition Preference for routine, difficulty with transition Literal understanding of language Literal understanding of language Sensory-processing difficulties (hypo or hyper sensitive) Sensory-processing difficulties (hypo or hyper sensitive) Sources: DSM-IV-TR and Students with Asperger Syndrome: A Guide for College Personnel

 Reasonable accommodations can be made, but we cannot fundamentally alter the course curriculum.  Examples of accommodations include but are not limited to: -Papers instead of exams (to be used sparingly) -Breaks during exams -Distraction-free setting -Extended time on exams -Use of a computer -Use of Assistive Technology (E.g. Dragon Naturally Speaking, Kurzweil, Echo Pen) -Peer note taker -Sensory modifications (if necessary) Reasonable Accommodations

May be perceived as odd or different, some behaviors may be social deterrents, leading to isolation, roommate conflict, etc. May be perceived as odd or different, some behaviors may be social deterrents, leading to isolation, roommate conflict, etc. Difficulty in understanding unspoken rules of behavior can lead to social, romantic, and even judicial struggles Difficulty in understanding unspoken rules of behavior can lead to social, romantic, and even judicial struggles Do not infer, understand hidden meanings, role model behaviors in the way other students do and need literal direction Do not infer, understand hidden meanings, role model behaviors in the way other students do and need literal direction May be attracted to activities that are highly intellectual, with quiet like-minded individuals, but may have difficulty initiating involvement in such activities May be attracted to activities that are highly intellectual, with quiet like-minded individuals, but may have difficulty initiating involvement in such activities Aspects of residential life on-campus may be exacerbating to some symptoms/sensitivities Aspects of residential life on-campus may be exacerbating to some symptoms/sensitivities Susceptible to bullying, perhaps being taken advantage of in different ways Susceptible to bullying, perhaps being taken advantage of in different ways Social Aspects and Campus Life Implications

1. Office of Disability Services (ODS) 2. Counseling and Testing Center (CTC) 3. Office of Academic Services (OAS) 4. Center for Writing and Academic Achievement (CWAA) 5. Needs Assessment Team 6. Campus Ministry 7. Student Activities 8. Center for Teaching and Learning (CTL) Campus Resources

Class breaks can be helpful Class breaks can be helpful Redirecting responses, asking follow-up questions can help bring student to points of their answers/responses Redirecting responses, asking follow-up questions can help bring student to points of their answers/responses Supplement oral instructions with written ones, Supplement oral instructions with written ones, If meeting 1:1 ask student to repeat understanding assigment or your feedback to you If meeting 1:1 ask student to repeat understanding assigment or your feedback to you Avoid words that create absolutes such as “always” or “never” unless you 100% mean them Avoid words that create absolutes such as “always” or “never” unless you 100% mean them Use clear directives and establish rules around personal space, use of your time, student’s behavior or language in class if inappropriate Use clear directives and establish rules around personal space, use of your time, student’s behavior or language in class if inappropriate Be clear and directive when writing revision feedback Be clear and directive when writing revision feedback Avoid use of idioms, sarcasm, double meanings unless also explaining the usage clearly Avoid use of idioms, sarcasm, double meanings unless also explaining the usage clearly Encourage use of campus resources Encourage use of campus resources If a student has not presented accommodation letters and presents some of the symptoms difficulties we discussed today, consult with appropriate offices or Needs Assessment Team If a student has not presented accommodation letters and presents some of the symptoms difficulties we discussed today, consult with appropriate offices or Needs Assessment Team Tips for Faculty

Case Studies Case Studies

Questions ?Concerns? Experiences?