Supporting studentswith ASDs in higher & further education
Kate Wall©KJWall 2008
SESSION OUTLINE
Introductions Setting the scene - some facts Education & college/university life Issues and challenges for students Academic study What do we offer? What we could do Summary ©KJWall 20082
Setting the scene – Some facts…
For those adolescents and adults with ASDs, life can be complex and confusing. Within the education, health and care sectors all staff should have a thorough awareness of features of ASDs and appropriate methods of support in order to further the lives of those with whom they work. (Wall, 2007: 10/11)
Autism, as with many other conditions and disorders, is individual and manifests itself in different ways in different people, (Wall, 2007: 13)
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At all life stages, individuals with ASD will struggle to comprehend what is expected of them in social situations – whether at school, in peer relationships or in the workplace. Autism has not cure, and the vast majority of people with ASD will continue to struggle with social interaction throughout their lives. (NAS, 2004: 1)Disabled people remain more likely to live in poverty, to have fewer educational qualifications, to be out of work and experience prejudice and abuse. They still routinely find themselves experiencing poorer services. (www.cabinetoffice.gov.uk) ©KJWall 20084
IGNORED OR INELIGIBLE?
People with autism or Asperger syndrome are amongst the most vulnerable and socially excluded in our society. Very few have jobs, live in their own homes or have choice over who cares for them. This needs to change. People with autism or Aspergers syndrome must no longer be marginalised or excluded. The National Autistic Society carried out research amongst the parents of 1200 adults…
(Barnard et al, 2001:
6)
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70% of parents felt their son/daughter would be unable to live independently and less than 10% can manage the most basic household tasks such as shopping, preparing meals…Only 12% of higher functioning adults are in full-time paid employment.65% of parents said their sons and daughters had difficulty making friends and 72% said their son/daughter had behaviours which other people find unusual or anti-social.32% of parents reported that their son/ daughter had experienced mental ill-health. 56% had suffered with depression, a further 11% a nervous breakdown and 8% felt suicidal or had
attempted suicide. (Barnard et al., 2001: 6-7)
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IMPROVING THE LIFE CHANCES OF DISABLED PEOPLE
This report sets out an ambitious vision for improving the life chances of disabled people so that by 2025 disabled people have full opportunities and choices to improve their quality of life and will be respected and included as equal members of society.(Cabinet Office, 2005:
6)
Ambitious!
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EDUCATION…
Has a powerful part to play in this ambitious drive forwards – for disabled people and including those with ASDsShould be an enabling, facilitating experience enabling individuals to achieve their full potentialA lack of professional understanding and
contradictory or confusing guidance from central government mean that support services for children and adults with disabilities continue to be designed without autism in mind. (Broach et al, 2003: 1)
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COLLEGE/UNIVERSITY LIFE
Away from home
Great social life!
Academic study
Step toward
s career
Exciting range
of activitie
s
Make new
friends©KJWall 20089
DIFFICULTIES FOR STUDENTSWITH AUTISM
Social interaction
Social communic
ationImaginatio
n
THE TRIAD OF IMPAIRMENTS
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SOCIAL INTERACTION SOME EXAMPLES
Avoids eye contact/uses peripheral
vision
Lacks desire to interact with others
May appear oblivious to the world
around
Not interested in social or physical
contact
with others
Lack of cooperation within leisure/play
Lack of desire to establish friendships
Unable to interpret or understand
feelings
and/or emotions
May overreact to touch or closeness
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SOCIAL COMMUNICATION
Lack or limitations of useful/appropriate
language.
Lack of desire to communicate with others
Echolalia
Inability to comprehend gestures and/or facial
expression
Inability to understand the rules of
communication
May talk about one topic incessantly and at
inappropriate times
May not be able to transfer useful
communication
skills across contexts©KJWall 200812
INTERACTION
Activities and routines may be rigid, stereotypical and repetitive.Resistance to imaginative/role play situationsLimited or lack of ability to understand concepts outside of the concrete Repetitive and/or obsessive behaviours Difficulties coping with change
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COLLEGE/UNIVERSITY LIFE
Away from home
Great social life!
Academic study
Step toward
s career
Exciting range
of activitie
s
Make new
friends
XXX X
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Academic study Problems in lecture hall/classroom Problems working in small groups Changing rooms – lack of corridor space Inconsistent timetables – room changes
and no daily consistency Problems organising self Problems planning workload Problems understanding another
educational perspective Problems understanding and accepting
tutor feedback Impact of friendship/social problems
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Any of these may result in…
Confusion Withdrawal Aggression Inappropriate or unusual behaviours Bullying and/or intimidationSelf-harming or other self-injurious behaviours Depression Erratic sleep patterns and many more………..
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SO WHAT DO WE OFFER?
I would argue that appropriate and effective support for adults with ASDs at
FE and HE levels is a postcode lottery and will depend heavily on the
commitment of all members of teaching staff. It is easy to say that a college or
university welcomes diversity and demonstrates commitment to the
inclusion of those with disabilities - it is a far greater demand to deliver it! Autism
specific support is not the same as generic disability support. All this must
change! ©KJWall 200817
Example…
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Examples of statements from university website:
The university places great emphasis on creating a friendly and supportive environmentWe have excellent facilities for learningThe university is committed to providing facilities and services to meet the requirements of students with a variety of additional needs.…we celebrate diversity and truly believe in equality for allThe university has fully considered the needs of a wide range of students and to have set up the management and resources needed to meet these needs
18
A TYPICAL DISABILITY ANDACADEMIC SKILLS SERVICE
Disability and Academic Services
Coordinat
or
Mental Health Advisor
Sensory Advisor
Dyslexia AdvisorAcademi
c skills advisors
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INSTITUTIONPolicies and proceduresCommitm
ent
Training
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There are real opportunities for us all to make a difference. Let’s
grab the opportunity and make it happen. It is the students’
right and our responsibility.
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REFERENCES & FURTHER READINGBarnard, J., Harvey, V., Potter, D. and Prior, A. (2001) Ignored or ineligible? The reality for adults with ASDs. London: NAS
Beakey, C. (2006) The Autistic Spectrum and Further Education: A Guide to Good Practice. London: Jessica Kingsley
Broach, S., Camgöz, Ş., Heather, C., Owen, G., Potter, D. and Prior, A. (2003) Autism: Rights in Reality. London: NAS
Cabinet Office. (2005) Improving the Life Chances of Disabled People. www.cabinetoffice.gov.uk/strategy/downloads/workareas/disability/disabilityreport/pdf/disability.pdf (Accessed 05.11.06)
Harpur, J., Lawlor, M. and Fitzgerald, M. (2004) Succeeding in College with Asperger Syndrome: A Student Guide. London: Jessica Kingsley
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Loynes, F. (2001a) The Impact of Autism: A report Compiled by the All Party Parliamentary Group on Autism. London: APPGA.Loynes, F. (2001b) The Rising Challenge: A Survey of Local Authorities on Educational Provision for Pupils with Autistic Spectrum Disorders. London: APPGA. NAS (2004) A Place in Society. London: NASWall, K. (2007) Education and Care for Adolescents and Adults with Autism: A guide for professionals and carers. London: Sage.Willey, L. H. (ed) (2003) Asperger Syndrome in Adolescence. Living with the Ups, Downs and Things in Between. London Jessica Kingsley
CONTINUED…
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