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The following is adapted from an extract by Andrew Powell - "Taking responsibility - Good practice guidelines for services - adults with Asperger Syndrome" The National Autistic Society, London 2002. Text and layout are altered.
What is Asperger Syndrome?
Asperger Syndrome is a developmental disorder. There is a range of severity of symptoms within the disorder.
What are the symptoms?
Two-way social interactions are difficult. The person may appear totally self-absorbed, be unable to accept change, have a narrow range of focus and because of this, have very poor listening skills.
This narrow range of focus may appear to be a preoccupation or obsession of marked intensity, accompanied by inflexibility, adhering to self determined rules, routines or rituals.
How does this affect learning?
Students with A.S. usually have average or above average intelligence and do benefit from tertiary education.
However, thinking is concrete, literal, so often language needs to be explained. Metaphors are not understood e.g. "pigs might fly" would be conceptualized and dozens of questions or notions on how pigs could fly would eventuate.
For some, visual learning is very easily absorbed, for others auditory learning is virtually impossible, or vice versa.
To overcome this, lectures can be taped and used again in one to one tutorial sessions where it is possible to stop/start.
Because of the extremely narrow focus, a student may find it difficult to move the focus to the required topic and demand that everyone focus where the student wishes rather than determined by the tutor or the course.
Unawareness of other people's needs and emotions is typical and the student may demand to always be first. Again, one to one tutoring after class will defuse the urgency of need.
Does the desire for social isolation affect academic success?
Each individual will have individual needs and an educational needs assessment is required for each student. In talking with a family member, a social worker or previous teacher, an individual needs assessment can be built up. This requires a measure of flexibility.
Academic success for many is achievable in spite of, or perhaps because of, their social isolation. It is thought by some that the stereotype of the absent minded professor may have originated from people with A.S., - poor social skills but successful in their narrow field.
How can we best support a student?
Pastoral care is important and staff, including office staff, needs to have a grasp on some of the difficulties a student will face.
Rejection is hard for students with A.S. Their understanding is that their needs are significantly more important and that everyone else will structure their time around this student.
Staff may need to meet with a social worker or Access Aoraki staff to explore strategies and practices for dealing with feelings and behaviours, repeatedly.
Who is reponsible for the pastoral care?
Access Aoraki Coordinator is the key person in arranging this and in making sure that staff on other campus sites have access to professional support. Peer tutors can be employed for one on one support, removing some of the stress in the tutorial setting. This can by very time consuming and a team approach is supportive of everyone.
How can a peer tutor offer the support?
- Consistency is important.
- Design a clear, standardized, framework for each session.
- If the student is able to prioritise needs, do so at the start of each session.
- Develop an authoritative style, rather than authoritarian.
- Use this style to bring the student back on track.
- A student may wish to understand a concept in minutes, rather than building up layers of experience and knowledge over time. A reminder to stay with what is here and now can be supportive.
- Use humour and watch for understanding.
- Be patient.
- Advise how much time is left at 10-minute intervals.
- Take short "stretch & yawn" breaks to intervene when the student gets stuck in the "wrong" place.
- Debrief if necessary with the IEC or course coordinator.
- Arrange regular brief meetings / emails / telephone calls with IEC for checks on progress.
How can we ensure the student is not set up for failure?
- Establish an outcome for the student at commencement.
- Is the course for vocational advancement, academic record or for personal interest?
- Review outcome towards end of paper so that a smooth transition to the next stage can be made.
- Provide appropriate support and encouragement.
Are there likely to be disruptive behaviours in class?
Behaviour varies. The student may need to be reminded of what is appropriate and what is not. Remember, the "self determined rules and rotes" are concrete for many A.S. students.
If everyone uses the same phrase, the same type of language, understanding may occur. E.g. "It is not appropriate to ask this now." For some people with A.S. managing anger is difficult. Visit Tony Attwoods' site on the net - www.TonyAttwood.com. He is an internationally recognized leader in the field and an interview with an author of a book about A.S. is worth reading.
Will the student require alternative assessments?
Usually the answer would be yes. For a written test or examination, a separate room will be essential.
Sometimes an oral assessment over a period of days rather than hours will allow the student to provide proof of knowledge and/or application.
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