1. Teaching students with Autistic Spectrum Disorders (such as Asperger Syndrome)
Kirsty Wayland
Joanna Hastwell

2. 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

3. What is Asperger syndrome?
social communication
social interaction
social imagination
love of routines
special interests
sensory difficulties
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

4. 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

5. 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”.

6. 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.”

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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’

16. 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

17. Support available Disability Resource Centre (DRC)
Disabled Students’ Allowances (DSAs) providing mentoring, study skills
raining/index.htm
Counselling Service
NAS
NAS Cambridge

18. 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?