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
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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)
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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 fulltime 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)
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EDUCATION…
Has a powerful part to play in this
ambitious drive forwards – for disabled
people and including those with ASDs
Should be an enabling, facilitating
experience enabling individuals to achieve
their full potential
A 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
Academic
study
Great
social
life!
9
Make
new
friends
Step
towards
career
Exciting
range of
activities
©KJWall 2008
DIFFICULTIES FOR STUDENTS
WITH AUTISM
Social
interaction
Social
communication
Imagination
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
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©KJWall 2008
INTERACTION
Activities and routines may be rigid,
stereotypical and repetitive.
Resistance to imaginative/role play
situations
Limited or lack of ability to understand
concepts outside of the concrete
Repetitive and/or obsessive behaviours
Difficulties coping with change
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©KJWall 2008
COLLEGE/UNIVERSITY LIFE
Away
from
home
Academic
study
Great
social
life!
Make
new
friends
14
Step
towards
career
Exciting
range of
activities
©KJWall 2008
Academic study
15
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
©KJWall 2008
Any of these may result in…
Confusion
Withdrawal
Aggression
Inappropriate or unusual behaviours
Bullying and/or intimidation
Self-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!
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Example…
Examples of statements from university website:
The university places great emphasis on creating a
friendly and supportive environment
We have excellent facilities for learning
The 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 all
The 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
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A TYPICAL DISABILITY AND
ACADEMIC SKILLS SERVICE
Sensory
Advisor
Dyslexia
Advisor
Mental
Health
Advisor
Academic
skills
advisors
Disability and Academic
Services Coordinator
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INSTITUTION
Policies and
procedures
Commitment
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 READING
Barnard, 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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CONTINUED…
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: NAS
Wall, 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
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