*Interviewee: Male (M)
*Interviewer: N/A
*Location:
*Date: 00/00/00
M:
The tertiary transition experiences of the 11 people you are about to hear from,
are relevant to commencing tertiary students with Asperger syndrome and autism
spectrum disorder, as well as those supporting such students. These experiences have
been prepared for a series of consultations and are either in the format of direct
interview or are presented as a monologue. These experiences are drawn from real life
encounters during transition from school into tertiary education, from people with
Asperger Syndrome and autism, with the aim of informing others in preparing for a
more successful transition experience.
About Asperger syndrome and autism spectrum disorder. These conditions come with
a great deal of complexity and as a result diagnosis is often difficult which can mean
that individuals are occasionally misdiagnosed. When attempting to identify what
Asperger syndrome, AS, occasionally known as pervasive developmental disorder,
not otherwise specified PDD-NOS is, and what autism spectrum disorder, ASD is, the
answers are as complicated as the conditions themselves. The debate continues as to
whether Asperger syndrome should be classified separately or as autism spectrum
disorder, with the argument that the core difficulties are the same and the only
difference being the degree to which they are seen in the individual.
Uta Frith, 1992, discusses individuals with AS as having a dash of autism. The
severity of the impairment however, is much greater in classic autism than that found
in AS. Often the individual with classic autism will have little or no language and
have learning problems. According to Autism Victoria, 2006, autism spectrum
disorder includes the term spectrum because no two people with an autism spectrum
disorder are exactly alike. As the term suggests, there is no one diagnosis or label but
several labels that place people at different points on the spectrum. At one end of the
spectrum diagnostic labels such as Asperger syndrome, or what is termed as high
functioning autism, HFA, or PDD-NOS are used. At the other end of the spectrum,
you will find labels such as autism, classic autism and Kanner autism, sighted third of
the sixth, 2006 www.autismvictoria.org.au/diagnosis. Further, Tony Attwood, 2006,
gives his personal account of the condition Asperger syndrome. From my clinical
experience, I consider that children and adults with Asperger syndrome have a
different, not defective, way of thinking. The person usually has a strong desire to
seek knowledge, truth and perfection with a different set of priorities than would be
expected with other people. There is also a different perception of situations and
sensory experiences. The overriding priority may be to solve a problem rather than
satisfy the social or emotional needs of others, the person values being creative rather
than co-operative. The person with Asperger syndrome may perceive errors that are
not apparent to others, giving considerable attention to detail rather than noticing the
big picture. The person is usually renown for being direct, speaking their mind and
being honest and determined and having a strong sense of social justice. The person
may actively seek and enjoy solitude, be a loyal friend and have a distinct sense of
humour. However the person with Asperger syndrome can have difficulty with the
management and expression of emotions. Children and adults with Asperger
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syndrome may have levels of anxiety, sadness or anger that indicate a secondary
mood disorder. There may also be problems expressing the degree of love and
affection expected by others. Fortunately we now have successful psychological
treatment programs to help manage an express emotions, sighted the fifth of the sixth,
2006 www.tonyattwood.com.au.
Significantly, with more and more research being completed on this complex topic by
various experts in the field, the debate is concluding with AS being classified as a
developmental disorder which falls within the autism spectrum disorder continuum.
The transition from school into TAFE and higher education, can be a daunting and
anxious time for any student, but is even more so for those with Asperger syndrome
or autism spectrum disorder. On this CD you will hear from 11 individuals, these
include Jillian, a young man with an incredible understanding of the meaning of
determination. Rory describes his journey with AS and blindness as needing time for
people to get to know him and likewise him time to know them. Donna's experience is
an interview that traces the sometimes horrific and frequently enlightening journey of
a known author who honestly tells of her battle with being inappropriately diagnosed,
then later identified as having autism. Her strength shines through as she pushes
forward to reach great academic achievements and is now a role model to many
young people with similar conditions. Clemens and Louise explained the importance
of early diagnosis and parental acceptance that may have made their life different.
Others talk about the value of learning coping skills, for example the way to deal with
anxiety and the real need to find a quiet space to collect thoughts and allow anxiety to
pass. Interviews were undertaken by Deborah Cameron from the Professional
Development Centre. For a complete transcript of this and other information on
Asperger syndrome, along with transcripts of the 11 transition experiences from
individuals with Asperger's or autism spectrum disorder, please go to
www.rmit.edu.au/ssg/dco. The principle aim of this CD, is to help new students with
their transition from school into TAFE, making the process much more manageable
for others. We hope this CD provides support, encouragement and improves transition
experiences for people with Asperger syndrome. Thank you.
End of recording
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