supporting students with asperger syndrome in higher education vicky little student and graduate...
TRANSCRIPT
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Supporting Students with Supporting Students with Asperger Syndrome in Higher Asperger Syndrome in Higher
EducationEducationVicky Little
Student and Graduate Support [email protected]
Phone: 0207 704 7450
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Today's ObjectivesToday's Objectives
• To develop understanding of Autistic Spectrum Disorder’s (ASD)
• To increase awareness of how ASD is displayed at university and why
• To explore the range of abilities found within ASD
• To provide information, practical strategies and to promote a positive understanding to enable people to effectively support students with ASD
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ActivityActivity
• What do you know about Asperger Syndrome?
• Get group into small groups and discuss what you know/ think you know about Asperger Syndrome (ok if you are not sure!)
• Feedback to rest of the group what you have written for discussion
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What is the What is the Autism Spectrum?Autism Spectrum?
Extreme ability in some areasSevere learning
disability
Asperger syndromeAutism (Classic)
Above average I.Q
Average I.Q.Mild learning disability
Moderate learning disability
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What is What is Asperger Syndrome?Asperger Syndrome?
• Asperger syndrome (AS): A developmental disorder. ‘High functioning’ autism, intelligence is unimpaired.
• 1 in 100 people in the UK have Asperger syndrome• Asperger syndrome is a form of autism, a condition that
affects the way a person communicates and relates to others.
• “Triad of impairment”:(Wing & Gould, 1979) 1. Communication skills 2. Social interaction 3. Repetitive patterns of behaviour and interests
• Often average or above average intelligence
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Asperger Syndrome and Asperger Syndrome and UniversityUniversity
• Many people with Asperger syndrome take courses in higher education. There can be difficulties in some areas of university life and additional support may be needed.
• Difficulties tend to be around social and interpersonal situations, these include socialising with peers. However, there can also be difficulty in time management and forward planning in regards to a students work load.
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Some statistics…Some statistics…• In 2003 UCAS added another category to their
disability section of the form to include autistic spectrum disorder (ASD)..
• In 2003, 165 students disclosed that they were on the autistic spectrum applied for university places through UCAS of that 139 were offered places at universities across the UK
• In 2008, the numbers rose to 851 students disclosing an ASD and 706 were offered places.
Information from http://www.ucas.com/about_us/stat_services/stats_online/data_tables/abusdis
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ActivityActivityCommunication exercise:
1) Think about the different forms of communication you have experienced today. Please list as many as you can think of. Note: Have a look around you for ideas, there are many forms of communication present in this room.
2) Can you think of a specific time when you have had difficulty with communication? What was the situation and how did it make you feel?
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CommunicationCommunicationAreas of impairment:
• Expression of verbal and non-verbal communication• Processing delays• May take things literally or misunderstand what is being
implied • Makes factual comments, often irrelevant to the social
situation• Give and take in social communication
• Pitch, tone, volume & intonation
• Body language, eye contact, facial expressions
• Ability to communicate can be linked to anxiety
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Social InteractionSocial InteractionAreas of impairment:
• Understanding the unwritten rules of interaction
• Understanding non verbal signals, including facial expressions
• Forming and maintaining social relationships
• May appear insensitive to others feelings
• Find it difficult to initiate social contact
• Talk at length regardless of the listeners interest
• Interrupt or talk over others conversation
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Flexibility of ThoughtFlexibility of ThoughtAreas of impairment:
• Preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
• Imagining what others are thinking or feeling
• Using initiative and making decisions
• Organising and planning ahead
• Anticipating events from naturally occurring cues
• Generalising
• Cause and effect
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Further considerationsFurther considerations• The incidence of dyslexia and dyspraxia (impairment of
movement) is very high amongst the ASD population. • Many individuals experience sensory sensitivities. These
may manifest in hyper sensitivity (eg. find certain clothing uncomfortable) or hypo sensitivity (e.g. need clothing to be tight).– Hearing: different types of noise, for example a fire
alarm can be a distraction– Smell: an acute sense of smell this can be a distraction– Sight: VDU screens, over head lights and projector
glare can be make it difficult to concentrate
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Key CharacteristicsKey CharacteristicsStrengths:• Attention to detail• Methodical approach• Accuracy• Good with facts/figures• Technical ability• Reliable• Motivated• Average/above average intelligence
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Autism and MeAutism and Me
• Watch the video and note down any difficulties that Rory has had in the areas of – Communication Skills, Social Interaction, Flexibility of Thought.
• How has he overcome these difficulties?
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Effective Working Strategies:Effective Working Strategies:Ways to supportWays to support
individuals with Asperger individuals with Asperger SyndromeSyndrome
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Communication in Communication in lectures and tutoriallectures and tutorial
• Use language that is clear, precise and concrete
• Use less language, both written and verbal
• Be clear about rules of behaviour in lectures e.g. Interrupting lecturer
• Give time to process information
• Be aware of noise level and other distractions
• sarcasm and hypothetical scenarios
• Are words what’s needed? – demonstrate
• Check what has been understood
• Understanding conversation cues
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Social Relationships and Social Relationships and InteractionInteraction
• Use their interests to encourage and extend interactionse.g. social networking and blogging
• Build understanding of appropriate and inappropriate behaviour at university
• Be aware that confusion may be caused by our own poor skills in communicating
• Check your level of arousal• Interact from the persons perspective, not yours
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Social interaction and Social interaction and group workgroup work
• Might have difficulty with forming group – give step by step instructions about what is expected
• Make rules of behaviour explicit
• Awareness of other students needs – facilitate discussions
• Purpose of group work – high anxiety
• Sharing the workload and team work
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Support strategies for Support strategies for dealing with anxietydealing with anxiety
• Give clear instructions and set realistic deadlines - consider reviewing the assignments before the student submits it
• Be aware of sensory issues – speaking loudly might cause more anxiety
• Too much information – be clear and direct
• Exam stress - provide structure and clarify what is expected
• Checklist - to provide reassurance and minimise discrepancy of expectations
• Time management – develop a timetable
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Support strategies for Support strategies for planning & organisingplanning & organising
Use plans, schedules, timetables to ensure students know:
• What should I be doing? • When and Where?• How long for?• How will I know when I have finished?• What’s next?
It is important to:• Prepare for and explain any changes• Provide support network• Give structured breaks between structured activities• Use written instructions/feedback when possible
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Effective Effective Working StrategiesWorking Strategies
• Be consistent in your dealings with the individual
• Make rules of behaviour explicit – e.g. contract or learning agreement
• Give frequent and immediate feedback
• Avoid negatives – do not tell people not to do something, it is clearer to focus on a positive action
• Support the person afresh each time they encounter change in a known routine
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Summary of key points Summary of key points to rememberto remember
• CLARIFY – e.g. instructions or requests
• STRUCTURE – e.g. using timetables
• FEEDBACK – e.g. inappropriate behaviour
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Group ActivityGroup Activity
• Case study
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Further InformationFurther InformationAutism and Asperger SyndromeNAS website: www.autism.org.ukNAS helpline: 0845 070 4003
Prospects Employment Servicewww.autism.org.uk/prospects 0207 704 7450 Public Autism Resource & Information Service
(PARIS)www.info.autism.org.uk
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Contact detailsContact details
Vicky Little Student and Graduate Support Coordinator
0207 704 7450