TACKLING COMMON ISSUES FOR STUDENTS ON THE AUTISTIC SPECTRUM IN UNIVERSITY OR MAINSTREAM COLLEGE

Transcription

1 TACKLING COMMON ISSUES FOR STUDENTS ON THE AUTISTIC SPECTRUM IN UNIVERSITY OR MAINSTREAM COLLEGE National Autistic Society By Ronnie Young 1

2 COLLEGE WHICH COURSE? NOT one with lots of group work (BTEC) NOT one with lots of simulated exercises (BTEC) Course at the correct intellectual (cognitive level) Interest vital Choose A levels judiciously Is there work experience? Does the student have to do the whole programme? 2

3 UNIVERSITY WHICH COURSE? NOT a multi-strand or doubly certificated course (e.g. Joint honours) NOT one which requires a year out (like a sandwich course or one with a year abroad Something that will lead to employment Interest vital Be judicious when choosing lots of courses sound the same 3

4 ENTRY REQUIREMENTS College or University Has the student underachieved previously because of the autism? Will the college or university bend entrance rules? May do so under inclusion rules Explain the student s spiky profile Explain the nature of the ASD and its effects on that student as soon as possible Can the entry requirements be lowered if necessary? 4

5 WHICH COLLEGE? One with a good reputation with ASD One with easy travel One that feels right Talk to the additional learning support or ASD specialist ask about their experience with ASD Ask what adjustments they have made for previous ASD students Check the arrangements for non-structured time Ask about their experience with exam concessions If they do not know much but the place feels right will they be open to learning? 5

6 WHICH UNIVERSITY? Near home or far away? Campus or town? Live at home or in hall? Facilities (for obsessions and interests) Support facilities? Assessment methods? Employment prospects? Talk to the Additional Support Needs Officer about the university s experience If they do not know much but the place feels right are they open to learning? 6

7 APPLICATION FORM FOR COLLEGE Be as honest as possible College is not like school there will be no statementing, School Action or School Action Plus If you need to add further explanation or details do so in a covering letter Don t try to hide the ASD it will make life more difficult for the student Support is available up to the age of 25. Ask for what the student needs, NOT for what you expect you will get 7

8 UCAS FORM FOR UNIVERSITY Tick disability box even if there is no statement - can claim students allowance - alerts university to special circumstances -the way can be smoothed to assist entry - will probably mean an interview Personal Statement - positive but honest -Use plus points of ASD (intense interests, photographic memory etc.) -Highlight other side of problem areas (independence, works well alone, deep and narrow rather than broad and shallow interests, a specialist rather than a generalist 8

9 INTERVIEWS No clear pattern for interviews and questions Prepare the interviewer beforehand! -poor eye contact - monosyllabic answers - lack of concentration - inappropriate answers - poor intonation of speech - poor comprehension of non-verbal communication - pedantic or over-formal speech - Misunderstanding of questions - Unfunny or inappropriate jokes Prepare the student as best you can Self-advocacy 9

10 SELF ADVOCACY I am...(name)... and I have autistic spectrum disorder. That means I have particular talents in... and... and have no trouble with...,... or... I do, however, have some issues with...,... and... and for those I have the following strategies: I also need... 10

11 WHAT TO ASK FOR FROM DISABLED STUDENTS ALLOWANCE Will go to an assessment centre Will be asked about every aspect of study skills and possibly student life in general Can expect computer equipment and packages Ask for organising packages such as inspirations Ask for transcribers of notes Ask for a mentor (who has been trained in ASD) Ask for whatever else your child needs in order to feel comfortable at university 11

12 SETTLING INTO COLLEGE Personal tutor probably your first contact Timetabling Rules to be made explicit The unwritten rules Strategies for non-teaching time Meet all teaching staff who teach the student ASAP Prepare your child take him/her in before term to familiarise themselves with the building Meet any support staff ASAP and preferably before term What to do about change mentoring 12

13 WHAT THE COLLEGE NEEDS TO KNOW Anxiety triggers and strategies Social skills training? Coping with change Group or team activities Teasing or perceived bullying Strategies for rage? Problem solving who/what? Do not force friendship Student may be unaware of effect on others Beware of ambiguity Don't assume language level = communication level Transferability of knowledge needs to be directly taught rather than assumed The means to study in their optimum way safe person and place Using obsessions constructively Body language and non-verbals Interpreting instructions and finding it difficult to ask for help 13

14 MONDAY TUESDAY TIMETABLE week beginning PHYSICS L101 Mr James Blue file, pencil case, calculator,ruler, notebook MATHS Pure E2 Mr Gul Yel. File Ruler Calc. P.C FREE Library Physics homework Blue file, pencil case, calculator, ruler, homework book BIOLOGY Lab 9 Dr Brewer Red file, pencil. Case, lab coat, goggles, notebook L U GO HOME MATHS E10 Mechanics Mrs Cope Yellow file, pencil case, ruler, calculator, textbook REVISE BIOLOGY GO HOME EAT AND WATCH TV. EAT AND WATCH TV. Continue Physics Assignment Go to the gym WEDNESD AY TUTORI AL D16 Note book PHYSICS L104 Mr James Blue file PC, Calc,nb HWK FREE Library revise biology Red file, pencil case, ruler, notebook N BIOLOGY LAB 3 Dr Brewer Red file, pencil case,, pencils, notebook ROOM CHANGE THIS WEEK ONLY GO HOME EAT AND WATCH TV Maths Assignment THURSDAY BIOLOGY E2 Dr Brewer Red file, PC, note book PHYSICS L101 Mr James Black file, pencil case, calculator, ruler, notebook C I.T. Learning Centre Mary Smith Green file, discs, textbook GO HOME EAT AND WATCH TV Revise Biology and STOP at 10 FRIDAY MATHS E10 Pure Mr Gul Yellow file, ruler, calculator, pencil case, notebook H MATHS Mechs. E10 Mrs Cope Yellow file, NB, PC, ruler BIOL. E2 Dr Brewer Red file, NB, PC GO HOME EAT AND WATCH TV Go to the gym Do weekend timetable 14

15 ISSUES AT UNIVERSITY Close proximity in lectures/exams Living away from home: - sharing accommodation - living skills (laundry, buying food etc.) -lack of routine - social isolation and/or misunderstanding - strategies for problem solving - checking and reassurance - health issues 15

16 OTHER ISSUES TO BE AWARE OF Tackling new temptations: - sex and sexuality - drugs and alcohol Financial management Naivety Safety including personal safety Stress and anxiety Handling deadlines What to do about social occasions 16

17 THE SOCIAL SIDE OF STUDENT LIFE Do not push friendship or the necessity of a social life Being a loner is fine A mate may be all that is needed Meet mates through shared interests The mate does not have to be on the same course or living in the same place Talk to the additional support co-ordinator or mentor if this is becoming a problem with the student 17

18 THE GOOD BITS... The older someone with ASD gets and the higher along the academic route, the more their talents are prized Many people with ASD say their student days are the first time they are able to be themselves and be able to mix with people who are like them Let your ASD student feel confident about themselves and revel in their originality and uniqueness 18