Strategies For Inclusion Engagement amp Success Missouri State University September 14 2018 Brad Cox Founder and Executive Director Lee Burdette Williams Director of Higher Education Training and Development ID: 784593
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Serving Students With Autism: Strategies For Inclusion, Engagement & Success
Missouri State UniversitySeptember 14, 2018
Brad Cox, Founder and Executive Director
Lee Burdette Williams, Director of Higher Education Training and Development
College Autism Network
Slide2Where we are now:
A new era in higher ed
Increased visibility of ASD
Commitment to diversity and inclusion in higher ed
Expectations of federal law (ADA)
Slide3Today’s learning outcomes
Gain increased familiarity with Autism Spectrum Disorder/Asperger Syndrome (ASD/AS), especially its common characteristicsIncrease understanding of strategies commonly used to work with students with ASDUse this understanding to think through programs and services to be more inclusive of students with ASD
Increase your confidence to interact one-on-one
Slide4The Global/National Landscape
Increase in the diagnosed populationVisibility and advocacy on the riseAppearance of ASD in popular culture
Slide5Television series
Slide6TV’s newest efforts
Slide7Best sellers and Broadway
Slide8Sesame Street’s Newest Character, Julia
Slide9Steady improvement
Funded research on infants and children with ASD, neuroscience breakthroughsPre-kindergarten and K-12 services responding to the IDEAIEPs (Individualized Educational Plans) in K-12 settings
Slide10The “service cliff”IDEA v. ADA, the end of the IEP
What parents hear vs. what we say“Small, personalized, we know our students,” etc.
And then…
Slide11Students with Autism Coming to College
Estimates range from 16,000 to 400,000 (depending on “diagnosis”)Around one-third of these students graduateCollege support ranges from
none
to comprehensive programs
Slide12The Autism Spectrum
Slide13The Autism Spectrum
High-Functioning Autism
Slide14The Autism Spectrum
High-Functioning Autism
“Asperger Syndrome”
Slide15What is Autism Spectrum Disorder?
“Autism” generally refers to a developmental disorder that is most commonly characterized by certain traits that affect: Social interactions
Language
Behavior
It is a set of
adaptive
responses to the way the brain sees the world.
Slide16Is it a disability?
There are many people who meet one or more of the criteria for Autism Spectrum Disorder.They live, learn and work without formal accommodations.Autism characteristics are a problem when they impede a person from achieving their goals, or disrupt others in a way that impedes their pursuit of their goals.
Slide17The CAN Definition of AutismAutism Spectrum Disorder (ASD) is a neurological variation that is characterized by qualitative differences in the development of cognitive, language, social and/or motor skills. Autism is a spectrum disorder, so the characteristics of ASD appear differently in each person. These differences are often observed through challenges in social communication, forming relationships with other people, and grasping abstract concepts. With the appropriate support, people with ASD can be successful in educational settings, participate in activities they enjoy, and experience fulfilling careers.
Slide18The CAN Definition of AutismAutism Spectrum Disorder (ASD) is a neurological variation that is characterized by qualitative differences in the development of cognitive, language, social and/or motor skills. Autism is a spectrum disorder, so the characteristics of ASD appear differently in each person.
These differences are often observed through challenges in social communication, forming relationships with other people, and grasping abstract concepts. With the appropriate support, people with ASD can be successful in educational settings, participate in activities they enjoy, and experience fulfilling careers.
Slide19The CAN Definition of AutismAutism Spectrum Disorder (ASD) is a neurological variation that is characterized by qualitative differences in the development of cognitive, language, social and/or motor skills. Autism is a spectrum disorder, so the characteristics of ASD appear differently in each person.
These differences are often observed through challenges in social communication, forming relationships with other people, and grasping abstract concepts. With the appropriate support, people with ASD can be successful in educational settings, participate in activities they enjoy, and experience fulfilling careers.
Slide20The CAN Definition of AutismAutism Spectrum Disorder (ASD) is a neurological variation that is characterized by qualitative differences in the development of cognitive, language, social and/or motor skills. Autism is a spectrum disorder, so the characteristics of ASD appear differently in each person.
These differences are often observed through challenges in social communication, forming relationships with other people, and grasping abstract concepts. With the appropriate support, people with ASD can be successful in educational settings, participate in activities they enjoy, and experience fulfilling careers.
Slide21The CAN Definition of AutismAutism Spectrum Disorder (ASD) is a neurological variation that is characterized by qualitative differences in the development of cognitive, language, social and/or motor skills. Autism is a spectrum disorder, so the characteristics of ASD appear differently in each person.
These differences are often observed through challenges in social communication, forming relationships with other people, and grasping abstract concepts. With the appropriate support, people with ASD can be successful in educational settings, participate in activities they enjoy, and experience fulfilling careers.
Slide22The CAN Definition of AutismAutism Spectrum Disorder (ASD) is a neurological variation that is characterized by qualitative differences in the development of cognitive, language, social and/or motor skills. Autism is a spectrum disorder, so the characteristics of ASD appear differently in each person.
These differences are often observed through challenges in social communication, forming relationships with other people, and grasping abstract concepts. With the appropriate support, people with ASD can be successful in educational settings, participate in activities they enjoy, and experience fulfilling careers.
Slide23Understanding Autism
A hard-wired, brain-based difference
Slide24Autism is brain-based and hard-wired
Slide25Understanding Autism
A hard-wired, brain-based differenceNot a disease or disorder to be “cured” but differences to be understood and supported“1 in 68” says the CDC
Great potential for learning and growth
No two students are the same
Slide26A critical understanding:
Our brain-wiring determines our response to the environment. Our brain-wiring is not a moral choice.The common characteristics of ASD are not moral failings.
Slide27Common Traits of “Asperger Syndrome”
Slide28Dan’s List
Finger-flickingChange in routine is hard
Very particular about food
Smells can cause anxiety, nervousness
Noises, too
Hyperfocus on a subject
Likes to wear the same thing
Doesn’t always get sarcasm
Doesn’t tolerate crowds well
Talks really fast
Slide29Dan’s List
Finger-flickingChange in routine is hardVery particular about food
Smells can cause anxiety, nervousness
Noises, too
Hyperfocus on a subject
Likes to wear the same thing
Doesn’t always get sarcasm
Doesn’t tolerate crowds well
Talks really fast
Slide30Common characteristics…and how they show up
Difficulty reading body language, facial expressions, “reading the room”:Awkward social interactions leading to social isolation
Misunderstanding with peers, roommates, authorities
Poor boundaries and apparent lack of response to limit-setting
Classroom disruption
Slide31Common characteristics
Difficulty with any change in routine:Heightened anxiety, anger, “acting out”
Fear of trying something new
Roommate difficulties (roommates can interrupt routines)
Slide32Common characteristics
Literal, concrete thinking; hard to recognize sarcasm:Misunderstandings with peers
Vulnerable to bullying and deceit
Difficulty with abstract concepts
Slide33Common characteristics
Sensory sensitivity (sounds, light, smells, touch, taste)Hygiene issues
Residence hall conflicts over noise
“Unreasonable” requests
Dining hall issues
Slide34Common characteristics
Difficulty in sequencing of activities*:Problems with what might appear to be simple tasks (laundry, getting up on time)
(*common
Executive Function
disorder trait; EF often co-occurs with ASD)
Slide35Common characteristics
Odd speech mannerisms; “hyperfocus” or obsession with singular topics:Social isolation
“Blurting” or interrupting others
Annoyance of peers, faculty can lead to dismissive response, anger, conflict
Slide36So in the classroom…
Communication can seem odd or different:Talks too much, goes on and on about a topicStruggles with abstract concepts and different perspectives
Slide37So in the classroom…
Can be challenged by assignments:Seeks very specific instructions, is challenged by vague or flexible tasksWork may not be turned in on time, or at all
Generalizing skills and concepts is difficult
Slide38So in the classroom…
The social aspect of class may be stressful or difficult to manageWorking in small groupsPresenting in front of class
Critiquing others’ work, or being critiqued
Slide39And around campus…
Student activitiesSeeks social interactions through organizations and activities, but communication and social differences cause conflicts
Slide40And around campus…
Student conductOften accused of stalking or other unwanted attention“Meltdowns”
Gets into arguments with peers or authorities over seemingly small issues
Slide41A way to think about this:
For someone on the Autism Spectrum, most campus environments are stressful because:They are unpredictable
They are stimulating to the senses
They are full of people who “know the rules” and the language
Slide42Depression and anxiety rates in ASD/AS population are extremely high—perhaps twice what the non-ASD population experiences
Which is why:
Slide43The Good News is:
We can change the environment
We can change our own behavior
We can help students with ASD adapt, learn and succeed
Slide44Because…
Students with ASD want to learn and succeed.They have overcome tremendous odds to be in college in the first place.
Slide45We can change the environment
Single roomsKeeping “quiet” lounges quietWellness housing
Staff training that includes ASD issues
Alternatives to traditional dining options
Slide46We can change our own behavior
Always assume some program participants are on the spectrumConsider sensory issues (volume, lights, touch) and allow students to opt outExplain things…and explain them again. Use multiple means of explanation
Be alert for students who remove themselves or are exhibiting anxiousness
Slide47We can help ASD students adapt, learn and succeed
Three sources of reassurance for ASD students:
Rules
Routine
Prediction
Slide48We can help ASD students adapt, learn and succeed
RulesRather than respond to a fluid environment, people with autism often rely on “rules” to structure their activities, so…
Provide “rules” for a situation, e.g. “When you eat in a dining hall, you have to wait your turn to get your food.”
Slide49We can help ASD students adapt, learn and succeed
RoutinePredictability and stability are important; interruptions to routine can cause stress, so…
Support a student’s routine, rather than encourage them to “be flexible.”
Slide50We can help ASD students adapt, learn and succeed
PredictionSurprises are stress-inducing, so…
“We are going to have a guest speaker tomorrow who will show a short video and then discuss it, and you will have an opportunity to ask questions”
Slide51Other useful strategies
Be blunt…but kind. Sugarcoating is wasted and frustrating.Be aware of your own eye contact bias.Be as objective as possible. Watch for your own niceness bias.
Slide52When giving directions:
“Chunk” directions into small pieces.Write things down, even what seems obvious to you.Ask the student to repeat back to you what you’ve said.
Predict, or “storyboard” possible outcomes of their actions (including sanctions).
Slide53From Aspergers 101 (Facebook group)
Slide54From Aspergers 101:
Slide55Your meeting agenda
Consider two meetings instead of oneGive breaks more often than usualInvite student to bring a “translator”
Slide56Helping educate other students, faculty and staff
All of us benefit from these strategies, so not necessary to label anything “Autism”-related. CRITICAL that people understand that vague or ambivalent or sugar-coated instructions are problematic for some students.
Role-play with concerned peer (maybe faculty) what a conversation will be and how it will feel.
Faculty instructions should be written down, repeated, checked for comprehension.
Slide57And for training and supervision:
Make understanding “neurodiversity” a goal for your campus. Invite experts on ASD to speak to RAs, orientation leaders, professional staff.Educate yourself (TED Talks, videos and websites, etc.).
Slide58Changing the conversation
High-functioning Autism is not inherently a disability.Neurodiversity is as valuable to a college community as other types of diversity.
It is not the sole responsibility of disability services staff to support the success of ASD students.
Success on the Autism Spectrum is a win for everyone.
Slide59College Autism Network
Slide60Slide61The College Inclusion Summit
For administrators of programs and services that support students with autismPreconference workshop for those starting new programs
Sponsored by CAN, Mansfield Hall and the University of Vermont
Slide62Thank you!
Brad Cox, Executive Directorbrad@collegeautismnetwork.org
Lee Burdette Williams
,
Director of Higher Education Training and Development
lee@collegeautismnetwork.org