FAQ’s about Autism Spectrum Disorder (including Asperger’s)
1. What is Autism Spectrum Disorder?
Autism Spectrum Disorder (ASD) refers to a range of communication-based impairments
that affect social interaction, behavior patterns and interests, and non-verbal communication.
ASD includes Asperger’s Syndrome, a high functioning strand of the disorder which is
increasingly identified on college campuses. DSM- IV describes Asperger’s Disorder as “a
qualitative impairment in social interaction” (77). There are no clinically significant delays in
language or cognitive skills.
2. How will I recognize an ASD or Asperger’s student in my classroom?
Students with Asperger’s/ASD may have difficulty with social communication, making
eye contact, interacting with peers, reading social cues, and communicating with the instructor or
others. They may have a perseverative interest in one topic of the class, and ask questions that
seem repetitive or oblivious to the flow of classroom discussion. They may also blurt out
answers or remarks without being called upon. An ASD student may be unaware of the social
protocols of the classroom; for instance he/she may rise from his/her seat during lectures, or seek
excessive feedback from the instructor. As a result, if an instructor provides facial cues
indicating dissatisfaction of the displayed behavior a student with ASD may have difficulty
reading the cue.
On a spectrum, individuals with ASD may display anywhere from mild, to moderate, to
severe levels of a particular characteristic commonly found among those diagnosed with
Asperger’s/ASD. However, it is important to note, that you can have a hundred students in the
classroom, all with Asperger’s, and no two will be alike. They are as individual and unique as
you and me.
3. Will I be notified if I have an ASD student in my section?
No, unless the student decides to disclose their particular diagnosis to you. If the student
has submitted documentation to the Disability Resource Center, and has been approved for an
accommodation request, he/she is asked to meet with you, to provide you with his/her
accommodation letter and to discuss implementation of the requested accommodations in your
particular classroom. However, the accommodation letter will only state that the Disability
Resource Center has reviewed and approved the student’s documentation and note that he/she is
eligible for X, Y, or Z as an accommodation. The letter will not disclose the student’s disability
diagnosis. It is up to the student to choose whether or not he/she wants to identify themselves as
a student with ASD.
4. What should I do to accommodate ASD students?
Best practices include approaching the student after class, straightforwardly noting any
behavior of concern. Let the student know what you expect. Be clear in your description and
directions. If possible follow-up in a written form, such as email. Also, ask the student if they are
working with the Disability Resource Center. They may already have submitted their
documentation and received an accommodation letter; if so, they will have a letter to provide to
you.
Equal access is the basis of all accommodations. The students themselves may be their
own best advocates; they know what modifications or adjustments have allowed them to come as
far as the college classroom, although communicating their needs may be difficult.
Source: A special thanks to Montana State University – Office of Disability Services
5. Whom should I contact for support in working with ASD students in my classroom?
The Disability Resource Center has experience in working with students with ASD. We
are available to share resources, consult by telephone or meet with you in your office.
6. Who do I contact if a student with a disability is disruptive to the learning process?
It is important to remember that all students at the University of North Carolina –
Wilmington are held to the Student Code of Conduct, regardless of a disabling condition. Faculty
may wish to contact the Dean of Students Office if a student’s behavior creates a classroom
climate that is threatening or disruptive to the learning process.
Source: A special thanks to Montana State University – Office of Disability Services