Supporting Students with Asperger
Syndrome at the University of Cambridge
John Harding, Head of the Disability Resource Centre
Ali Fawkes, Asperger Syndrome Project Officer
Supporting Students with Asperger Syndrome at
the University of Cambridge
• Background
• Data
• Model of support
• Emerging themes and challenges
2
AS Project 2009-2012
• Funded by the Baily Thomas
Charitable Fund
• Collaboration between; ARC
(Autism Research Centre) and the
Disability Resource Centre (DRC)
• AS Project Officer Recruited Aug
2009
• Project Steering Group: Prof. S.
Baron-Cohen, Dr N. Martin, J.
Hastwell and J. Harding and
student representation.
3
Key project objectives:
• Assess and develop Cambridge service
provision - focus on transition
• Build on existing research
• Longitudinal study - students with AS
• Develop model of best practice
• Improve access to diagnosis
• Raise awareness and develop networks
4
Key Project Outcomes
• AS Social Group
• Longitudinal Study – Model of Best Practice
• Transitional Support Events
• Student Support Documents
• Careers Transition Programme, Careers Adviser Training
• Training for academic staff and disability practitioners
• Screening and fast-track referral process
• Materials and Resources
• Code of Practice development – alternative modes of assessment
5
Fastest rising cohort of students by disability
category
• Applications from students with Asperger
syndrome increased from 21 in 2008/09 to 67 in
2012/13 (an increase of 219% over five years).
• Over the lifetime of the project the number of
students with a diagnosis of Asperger syndrome
rose from 27 in August 2009 to 91 in Sept 2012 (an
increase of 237% in three years)
• 129 students with a diagnosis of AS in Dec. 2014
6
Applications data
7
Offer-holder data
8
Comparison with UK National Data
• 2009/10 UK National undergraduate AS intake = 0.14%
• 2009/10 Cambridge undergraduate AS intake = 0.23%
• 2012/13 UK National undergraduate AS intake = 0.31%
• 2012/13 Cambridge undergraduate AS intake = 0.68%
• UK National 2012/13 - % of total student body UG and PG
= 0.27%
• Cambridge 2012/13 - % of total student body UG and PG =
0.66%
•
Source: HESA data and DRC Annual Reports
9
Student with
existing
diagnosis
Student with
possible ASC
Screening at
the DRC
DSA/IDS
application if the
student requires
support
Student
Information
Form (SIF)
Student Support
Document (SSD)
Referral to
CLASS
Signposted to
other support or
screening
(including UCS)
Support Available
Transitions
event for
incoming
students
AS Social
Group
Alternative
modes of
assessment
Sensory
Assessments
Links with
external
organisations
such as NAS
Careers
workshops
Emerging themes and challenges
• Changes to Disabled Students Allowances (DSAs)
• Increase in the number of students with ASC
• Mental Health
• Sensory Support
11