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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