Voices from the other side Michael Price & Jamie Fillion & Ruth Fraser NSCDA Conference May 31, 2007

Goals for this workshop… Increase awareness of the perspectives, experiences, and abilities of people on the Autism Spectrum. Promote understanding of systematic barriers people on the spectrum face and accommodation needs in education and employment. Provide real strategies for supporting people on the spectrum in the classroom.

Myths and Misunderstandings “Autism is a barrier.” “Not understanding Autism creates the barriers.” Barriers to inclusion include… special services & advocacy limited control over decisions exclusion coordinating goals and services perception of work misunderstandings and fears building positive support prioritizing productivity undervaluing diversity

Myths and Misunderstandings “Autism is something to be overcome.” “Autistic traits can be incorporated as strengths into a career plan.” focus unique global insights independent thinking internal motivation attention to detail 3-dimensional thinking cutting through the smoke screen logical decision making

Myths and Misunderstandings “People with autism should pursue a career based on special interests.” “Special interests should be explored to discover elements that can be transferred to career choices.” Some real life examples…

Myths and Misunderstandings “The job market is becoming more open to diversity and more specialized making it easier for people with autism to find meaningful employment. “Increasing social skills requirements makes employment and advancement problematic.” Neurotypicals (NT)… polytropical non-literal prioritize the need to fit in can’t focus on just one thing evasive and indirect communication styles

Support Principle # Treat students with ASD just as you would want to be treated Establish a personal relationship with the student. Incorporate strengths into classroom and learning activities Respect differences & Understand unique strengths

Support Principle # Provide visual aids where possible Be aware of literal interpretations Be straightforward and clear Seek clarification; don’t assume anything Know about Theory-of-Mind and perspective taking difficulties Support communication differences

Support Principle # Ask about and be sensitive to sensory sensitivities Reduce distractions and offer a quiet & independent work and/or testing area Make sure the student knows a quiet place on campus s/he can go when needed for breaks Be aware of environmental needs

Support Principle # Explain social & conduct rules explicitly Give a “Head’s up” about changes Provide clear and specific instructions Initiate regular check ups and give specific feedback Give regular and specific feedback

Support Principle # Binder or notebook for class work, assignments, notes, etc. To do lists, agendas, calendars /phone reminders Visual lists in the classroom Introduce organizational strategies

Support Principle # Consider alternatives to group sessions Encourage natural supports Introduce strategies for navigating group assignments Ensure the student knows his/her role in group projects Provide support for group sessions

Support Principle # How much stamina is required on the job? What are the social expectations? What are the interpersonal expectations for the work environment? Teach/anticipate the unwritten rules Teach vocational behaviors associated with employment field

Voices from the other side Thank you. Help yourself to the handouts and resources. NSCDA Conference May 31, 2007