{

Autism Awareness in Higher Education

Presenters:Elizabeth Orlando, Associate Director of Disability Services and Academic Achievement

Maria Marottoli Kavanaugh, Director of the Counseling and Testing Center

Today we will:

• Look at the prevalence of ASD nationally and at Stonehill• Identify characteristics of individuals on the spectrum• Talk about reasonable accommodations • Explore social/college life implications of ASD• 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

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• Asperger’s Syndrome• Pervasive Developmental Disorder

Not Otherwise Specified (PDD-NOS)• Non-Verbal Learning Disability

(NVLD), although not officially on the “spectrum,” has overlap in characteristics

ASD Characteristics• Impairment in use of non-verbal behaviors• Difficulty establishing developmentally-appropriate peer

relationships• Lack of spontaneity to share experiences/emotions

interpersonally• Difficulty with social/emotional reciprocity• Restrictive, repetitive, or stereotyped patterns of behavior or

interest• Autism may have language delay, not typical with Aspergers

or NVLD• May struggle with abstract thinking, more concrete typically• Difficulty with organization, executive functioning• Preference for routine, difficulty with transition• Literal understanding of language• 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.

• 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

• 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

• 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 • Redirecting responses, asking follow-up questions can help

bring student to points of their answers/responses• Supplement oral instructions with written ones, • 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• 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• Avoid use of idioms, sarcasm, double meanings unless also

explaining the usage clearly• 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

Tips for Faculty

Case Studies

Questions ?Concerns? Experiences?