S TUDENTS WITH A SPERGER ’ S S YNDROME P ARTICIPATING IN G ROUP W ORK Rich Exchanges 21 st July Olivia Sismey and Stephanie Brewster

N UMBERS OF STUDENTS WITH AS IN HE

% OF STUDENTS WITH AS/ASD IN EACH FACULTY IN U NI OF W OLVERHAMPTON

A SPERGER ’ S SYNDROME CAN RESULT IN … Difficulties in Social communication and interaction Restricted behaviour and interests Sensory sensitivities Planning/prioritising Often co-occurs with mental health conditions e.g. anxiety

B ENEFITS OF GROUP WORK Can be used for both teaching/learning and assessment Responds to diverse learning preferences Development of subject knowledge Employability Transferrable skills Encourages autonomy and commitment Can be problematic for any student, but presents particular challenges for those with AS

C HALLENGES FOR STUDENTS WITH AS Admission into university – use of interviews and group work Confidence; physical presence in groups, busy places, with strangers Communication – knowing what is appropriate: may speak too much or not at all, or appear disengaged from the rest of the group Speaking when around strong personalities Group work within lectures without prior warning.

C HALLENGES FOR STUDENTS WITH AS The need for organisation, structure and time management: other students may not follow along with it Stress from new situations especially if others in group don’t know they have AS Lecturer’s “implied expectations” – the hidden curriculum. Not fully understanding the task

S TRENGTHS OF STUDENTS WITH AS Using written media/electronic communication Attention to detail (e.g. Harvard referencing!) Following structure, meeting grading criteria Looking at things from a different angle Highly gifted in some specific areas May be good at organising other students Deep study and in-depth knowledge – especially if it is a subject of interest Honesty - often bad at lying (can be a challenge too) Tendency to be logical so task may get done more efficiently Tendency for perfectionism (can also be a challenge)

B ENEFITS OF GROUP WORK FOR STUDENTS WITH AS Gives students with AS the same opportunities to participate in and benefit from learning through groups: Subject knowledge, transferable skills etc. Helps build peer relationships Expansion of ideas (some students with AS have a very narrow focus) Development of flexibility Allows other students to have greater awareness of differences

S TRATEGIES TO TRY Allow time for development of skills Consider preferences for blended learning, classroom layout/size, choice of group members (personalities; familiarity) and group size. Get to know the student’s strengths and difficulties. Don’t presume... Provide independent study options Give clear instructions on task. Brain in hand – app to help with situations - new Sensory room – calm down if stressed

B RAIN IN H AND A PP

R EFERENCES AND FURTHER READING Centre for Accessible Resources (2015) Working with student who may have Autism or Asperger’s [online].[Accessed 15 June]. Available at:. aspergers Disability Resource centre (2012) Asperger's Syndrome in the Classroom [online].[Accessed 15 June]. Available at:. Hughes, M., Milne, V., McCall, A, and Pepper, S. (2010) Supporting Students with Asperger’s Syndrome. HEA and UK Physical Sciences Centre _syndrome_rpg.pdf _syndrome_rpg.pdf Madriaga, M and Goodley, D (2010) Moving beyond the minimum: socially just pedagogies and Asperger’s syndrome in UK higher education. International Journal of Inclusive Education Vol. 14, No. 2, p115–131 National Autistic Society with/Education/Education-professionals-in-FE-and-HE/College-and-university- supporting-students-with-Asperger-syndrome.aspxhttp:// with/Education/Education-professionals-in-FE-and-HE/College-and-university- supporting-students-with-Asperger-syndrome.aspx A Quick Guide for Supporting Students with Asperger’s Syndrome: Lecturers / Personal Tutors Smith, C, P. (2007) Support Services for Students with Asperger's Syndrome in Higher Education. College Student Journal, 41 (3), pp