Post 10: How do we make our University autism friendly?

Welcome to week 10.  I'm looking forward to meeting you all tomorrow and excited about starting the Autism Spectrum peer mentor scheme.

This week will be my final weekly blog post.  We can look at ways of using the blog to share information with each other once we have begun the AS peer mentor role. So, this week we will explore if and how we can make our University autism friendly.

There hasn't been a great deal of research into supporting students on the autism spectrum in Higher Education in comparison to supporting students in school. Recent articles do however focus on the views of autistic students rather than trying to second guess what is needed to make Universities more autism-friendly, which is a move forward.  I've shared some of these articles in the Useful Resources section below.

Perhaps one of the most important factors in creating an autism-friendly University is to have staff and students who are knowledgeable and supportive of students who are on the autism spectrum. As highlighted throughout the blog posts, it's important that we use an 'autism lens', to try and understand the individual person and their individual needs rather than trying to develop a "one size fits all" toolbox. Disability awareness training has been highlighted as a key to ensuring inclusive practice. World Autism Awareness day could offer opportunities in providing education and awareness of the autism spectrum for staff and students.  This may be something we want to think about later in the year as we get closer to the April 2nd date.

Another barrier for students on the autism spectrum is the environment, particularly for those with sensory processing difficulties.  Steve Mee who until recently lectured at the University of Cumbria talks about his first meeting with an autistic student called Cornish in his book 'Lives with autism' (available as an ebook through the library).  He says:

“Cornish was quite clear about what he needed. He asked to see the route to the classroom, the classroom itself, the seat he would have… We visited the classroom and he chose a seat in the corner as he likes to have his back against the wall. The fluorescent lights were a big problem so we hoped for sunny days during the course. The shades and wide-brimmed hat were not a style statement (another neurotypical judgment of mine) but a way of reducing the effects of artificial light”

While some authors recommend that there are alternative spaces for students on the autism spectrum to reduce the risk of sensory overload, other have concerns that this may isolate them further. While this may often be the way that disability support is provided, this is not good practice. For example, registration days or Freshers fair may be particularly difficult as they are noisy and crowded. Students could be offered a peer mentor to accompany them, or perhaps a similar event could be available somewhere quieter?

The law states that Universities have a duty not to discriminate against anyone with a disability, either directly or indirectly.  It says they must make 'reasonable adjustments' to remove barriers and encourage inclusion.  These can include individual adjustments such as support in lectures or seminars e.g. a note taker, being able to access lecture notes and handouts in advance as well as taking exams in a separate room where there are less likely to be distractions, with extra time, use of a laptop or scribe.   In 2010 the Equality Act was introduced which put greater emphasis on Universities taking an anticipatory approach to reasonable adjustments rather than an individual adjustment at the point of need. For Universities to do this they need to develop inclusive learning teaching and assessment practices.  For example, many students on the autism spectrum find group work difficult.  They may request a reasonable adjustment that means they can be assessed in a different format, and this is often dependent on the lecturer's flexibility.  An anticipatory approach could be that the University allowed all students a choice of assessment methods.  This would mean that the number of requests for individual reasonable adjustments would decrease.

While a University can put in place reasonable adjustments and work towards making teaching and learning inclusive, research shows that many students on the autism spectrum find the non-academic aspects of University life more challenging than the academic aspects, for example managing the social environment.  The transition to University is especially important for students on the autism spectrum who will arrive at University to a change of routine, a new environment and different social expectations.  Many Universities now offer summer schools where students can meet academic and support staff, stay in University accommodation and familiar with the campus.  Have a look at this article 'Helping students with Asperger's prepare for University life'.

In addition, many Universities now offer specialist AS training to their peer mentors, which I'm excited to be part of here at the University of Cumbria. Research shows that a peer mentor can successfully support the mentee with social, academic and daily living skills.  In addition students accessing such a scheme are less likely to drop out of University and more likely to achieve higher success.

One of our  Learning Disability nursing lecturers at the University, Austin Dorrity, is working towards making out University autism friendly.  Reflecting back on all you have learned about the autism spectrum you will realise that this is not an easy task, but with more people like you who are keen to learn more about AS and support fellow students we will make positive steps towards it.

Further resources

These articles are available through the University library:

Cai, R.Y. and Richdale, A. (2016) 'Educational experiences and needs of Higher Education students with autism spectrum disorder', Journal of Autism and Developmental Disorders', 46(1), pp. 31-41.

Sayman, D.M. (2015) 'I still need my security teddy bear: experiences of an individual with autism spectrum disorder in higher education', The Learning Assistance Review, 20(1), pp.77-99.

Mitchell, W. and Beresford, B. (2014) 'Young people with high-functioning autism and Asperger's Syndrome planning for and anticipating the move to college: What supports a positive transition?, British Journal of Special Education, 41(2), pp. 151 - 171.

Cullen, J.A. (2015) 'The needs of college students with autism spectrum disorders and Asperger's Syndrome', Journal of Postsecondary Education and Disability, 28(1), pp. 89-101.

Contact

If you have any queries or concerns you can contact me directly at lesley.english@cumbria.ac.uk 

For general queries relating to the peer mentoring scheme contact peermentoring@cumbria.ac.uk