Autistic Spectrum Disorder

Autistic Spectrum Disorder (including Asperger’s Syndrome)

Autism spectrum disorder (ASD) is a developmental condition. This means that the way a person communicates, learns, interacts, and understands other people and the world, is different to those who do not have the condition. It can be described as a “spectrum”, which means it impacts different people, in different ways, to differing degrees at different times and in different situations. Some people with ASD need a lot of help in their daily lives, and others do not. The learning, thinking, and problem-solving abilities of people with ASD can vary widely.

In the new DSM-V, the diagnosis of Asperger’s Disorder no longer exists and has been absorbed into the diagnosis of Autism Spectrum Disorder (ASD). However, many people on the spectrum still identify with the term Asperger’s Syndrome.

While people with ASD may experience difficulties with social interaction and working with groups of people, they may have an above-average IQ that allows them to thrive in an academic environment, as they focus on a particular area of study or develop a specific competency.

Common characteristics of Autistic Spectrum Disorder

Social interaction
Students with ASD may experience:

Differences in interpreting or expressing emotion
Difficulty reading social cues
Challenges with turn-taking in conversation
Preference for consistency in social situations
Difficulty getting to know new people and maintaining friendships
Difficulty interacting in a group situation (formal and informal)

Communication
Students with ASD may experience:

A literal interpretation of language and difficulty understanding metaphors, sarcasm, humour, unclear directions, or ambiguous content
Difficulty seeing alternative perspectives
Difficulty understanding the reasoning for something if it is not explicit
Difficulty with non-verbal communication such as the use of eye contact, facial expressions, and body language
Challenges initiating, maintaining, or concluding conversation
Unusual use of language or tone, or a different understanding of vocabulary

Behaviour
Students with ASD may experience:

A strong preference for routine and predictability in day-to-day life.
Difficulty adapting to new practices or changing circumstances. Transition to University can often be difficult.
Challenges with organisation, planning, and managing time and deadlines.
Difficulty with gross or fine motor skills and may have trouble with handwriting or note-taking.
Self-criticism of their performance in social situations, which can be a source of anxiety.

Sensory Processing
Students with ASD may experience:

Sensitivity to sensory stimuli (vision, hearing, touch, taste, smell, or movement).
Preference to use noise-cancelling headphones to reduce ambient sound.
Preference to sit in a quieter space with minimal distractions.
Feeling distracted or uncomfortable in busy or crowded places.
Sensitivity to bright and/or flickering lights.
Preference to fidget or readjust their position frequently to maintain alertness.
Difficulty maintaining attention if under-stimulated from environmental stimuli.

Strengths

Intense and highly focused interests which can be channelled into lifelong passions
Intense focus when engaged in a task of interest
May thrive with routine
Detail oriented
Strong memory
Honesty
Loyalty
Kindness

Impact on learning

Students with ASD may experience difficulty with:

Managing multiple deadlines in a self-directed manner.
Maintaining attention and concentration.
Time management and organisation.
Developing and maintaining peer relationships.
Group work and presentations.
Prioritisation.

How you can help

1. Student-Centred Approach:

Ask yourself, ‘how can I support this student and their individual educational needs?’
Create a space for students to feel comfortable approaching you. Inform them of the most appropriate way to contact you. Provide student office hour details.
Implement any classroom and exam accommodations that are listed in the student’s LENS report with efficiency and discretion.

2. Communication:

Be cognisant of the environment you are in (is it noisy/crowded?). For example, for meetings, choose a quiet venue and minimise distractions.
Ask one question at a time and give time to answer.
Be literal and clear in your language.
Provide direct and honest feedback to the student when you observe areas of academic difficulty.
When giving instructions, ensure that the student has understood what is expected of them and the timeline for it.
Supplement oral instructions with written instructions when possible.
Encourage students to connect with college supports and resources (e.g., Disability Advisor, SUMS, Academic Writing Centre, Student Counselling Service, library guides and academic skills hub).

3. Teaching and Learning:

Please refer to the section on Inclusive Teaching and Assessment.
Make lecture notes available in advance if possible.
Indicate the main learning objectives at the beginning of the lecture.
When providing a recommended reading list, highlight relevant chapters.
Provide verbal and written instructions on important course requirements, such as dates of exams, assignments and groupwork.
Where possible, provide written notice of any changes to lecture times, submission dates etc.
Provide information in more than one way (e.g., visual and verbal explanations). Provide supplementary pictures and graphs when appropriate.
Give clear and explicit instructions on what is expected for assignments and assessments. Provide a marking rubric where possible.
Some students may be very uncomfortable with giving presentations. Consider offering to listen to the presentation privately or allowing the student to complete an alternative assessment.
Be cognisant of potential bullying. - QA600-Student-Anti-Bullying-Policy.pdf (nuigalway.ie)

Group work can be particularly difficult:

Spend some time with the groups to ensure they start in a structured manner.
Guide all students about how to effectively communicate within a group.
If it is necessary, consider alternative ways of completing group assignments.

Exam accommodations

For all in-class assessments, please refer to the exam accommodations detailed in the student’s Learning and Educational Needs Statement (LENS).

Exam accommodations are determined on an individualised basis. Examples of recommended exam accommodations may include:

Extra time
Alternative exam venue (reduced number of students)
Use of assistive technology

Impact on Placement

The workplace can be a complicated social environment where the student is expected to have both a professional and a social relationship with their supervisor. A student with ASD may find it challenging to adjust their communication style throughout the day depending on the task or setting e.g. giving feedback in a formal manner at a meeting vs. chatting with their supervisor over lunch.
Sensory stimulation and other forms of workplace distraction may be overwhelming.
Difficulty independently prioritising work tasks throughout the day.

Placement Reasonable Accommodations

There is no one size fits all approach to implementing placement support as each person will have a unique set of challenges and coping mechanisms. The best way to establish what accommodations may be required, if any, is to attend a Placement Planning Meeting before starting your placement.

Examples of reasonable accommodations may include:

Supervisor to be aware that the student may find it challenging to adjust their communication style throughout the day depending on the task or setting.
Supervisor to be aware that the student may benefit from being given advanced notice of meeting times and topics, clear and explicit instructions on what is expected and clear structured feedback at consistent times.
Identify a mentor/work buddy so that the student can clarify any issues they may have and if that person can also check in regularly with the student.
Allow student flexibility to take short sensory or relaxation breaks.
If possible, locate workspace in a quieter part of the workplace.