Supporting students with Autistic Spectrum Condition (ASC)
Further support
Often referred to as Asperger’s or Higher Functioning Autism, autism is a spectrum condition because it affects different people in very different ways. Autism affects how a person makes sense of the world, processes information and relates to other people.
Impact on the student
Typically, people with autism have difficulty relating to others and interacting socially. This means communication and asking for help can be especially challenging. Routine and predictability are often very important and people with autism are likely to struggle with last minute changes or dealing with things when they don’t go to plan. New experiences, places and people are often very difficult to adjust to. People with autism often experience hypersensitivity whereby any one (or more) of their senses is overloaded with information causing them to become extremely distressed.
The developmental nature of autism means that it is often accompanied by other conditions such as complex gastric problems. It is not uncommon to be accompanied by a diagnosis of mental health difficulties, including anxiety and depression.
Tutors should be prepared to remain in close contact with the student as they may need more guidance than their peers.
How you can support the student
The following recommendations for academic adjustments may apply. Refer back to the Student Support Plan for individual recommendations for the student.
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Occasional extensions
Occasional extensions for standard assignment deadlines where the student will be unable to meet a deadline due to their disability. The request must include the reason and, where appropriate, the duration to date of the period of particular difficulty. There is no requirement for the student to submit additional evidence.
Students are advised that this is not a recommendation for a blanket extension to deadlines. Should the department become concerned about the use, frequency or effectiveness of extensions, they should call a review meeting with the student and Disability Adviser.
Lecture capture and personal recording
We advise the use of lecture capture and to allow the student to record lectures, particularly where no lecture capture facility is available. If a student records a session, they must do so in accordance with University guidelines regarding the recording of lectures, seminars and other teaching sessions by students.
Lecture notes and materials
Where lecture notes and lecture materials are not available elsewhere (for example, on the VLE) these should be sent to the student 24 hours in advance. This enables the student to familiarise themselves with material, negotiate any difficult/abstract language and clarify with support workers. Having materials in advance also lessens anxiety in the session itself. Read our guidance on producing accessible documents and presentations.
Reading
Any reading material that is to be used in teaching sessions should be made available at least 24hrs in advance (if not available on the VLE). Please do not ask students to read aloud without prior warning. Provide copies of the reading list at the earliest opportunity.
Instructions
Ensure instructions are clear and leave any written instructions on the board to give the student sufficient time to copy them down or photograph them. The student may need to seek clarity.
If requested, staff should endeavour to check essay plans, or explain what they require for a given coursework assignment. This will help manage the student’s anxiety as they often will worry whether they have misinterpreted what is being asked.
Seminars and group discussions
The student’s level of participation in discussions is likely to fluctuate at times. Avoid asking multiple questions at once or rephrasing if the student doesn’t respond immediately. There is often a compulsion to fill the silence, but this is only likely to confuse a student with ASC and overload them with information. Ask one question at a time and give time for the student to respond. It may take the student some time to formulate a response to a question or formulate their own question. Give them time to do so and only repeat/rephrase questions when you are certain it has not been properly understood.
Communication
Be concise and avoid abstract language. This includes emails where pleasantries may distract from necessary content. Inability to filter non-essential content is a common reason students with ASC cease to respond to, or even read their emails.
Group project work
The student may find aspects of group work difficult, including communicating and negotiating effectively with peers. The student may therefore need some assistance from tutors to help organise the forming of a group and assignment of the roles within that group.
Presentations / vivas
Students may appear very nervous when delivering presentations and they shouldn't be penalised for this. Students may use flashcards as an aid to memorisation.
Support for you
If you find that it is impractical to put a particular adjustment in place, please contact us as soon as possible as it may be possible to find an alternative solution that will support the student.
If you have any questions, email disabilityservices@york.ac.uk.
