ASD - Autistic Spectrum disorder is a generic term applied to people on the autistic spectrum and includes people who refer to themselves as having Asperger's syndrome and Autism.

ASD is an unseen disability like dyslexia is.

ASD affects how a person makes sense of the world, how they process information and how they relate to other people.

It is just a different way of thinking and looking at the world and we should value the skills and attributes people with Asperger’s syndrome have. They add to the university community just as they do to the wider world.

Strategies for support when communicating with students with ASD (Autistic Spectrum Disorder)

• Use their name, if you can.
  
  People with ASD can’t take inference so they may not realise you are talking to them if you just say a general comment like ‘this way, guys’. If you know their name, please use it.
  
• Body language.
  
  People with ASD may struggle to understand the subtle social cues of body language and facial expressions. Position your body for maximum attention but don’t expect the same in return. The student may stand side on to you, turn their back on you or, in a tactic learned to mimic eye contact, may focus on your nose.
  
• Eye contact.
  
  Don’t keep eye contact if it’s obviously uncomfortable for the student.
  
• Be direct.
  
  If you are direct, you are not being ambiguous which means there is less opportunity for confusion.
  
• Use clear sentences.
  
  Avoid sarcasm, irony and metaphors like ‘it’ll cost you an arm and a leg’ – this sort of thing may be taken literally. Avoid jokes – people with ASD do have a sense of humour but jokes can often be misinterpreted.
  
• Figurative speech.
  
  Don’t say ‘I’ll be back in a minute’ if you don’t mean it.
  
• Clear steps.
  
  Make your expectations clear – don’t say make sure everyone gets a copy of this’ say something like ‘please make 3 copies and give one each to Tom, Dick and Harry'.
  
• Assumptions.
  
  Don’t do it – we tend to assume people know things because ‘everybody knows’ or ‘it’s common sense’. No, it isn’t. When giving instructions or explanations, always check the student has understood what you have just said. You can do this by reflecting back to them; don’t just say ‘did you understand what I said?’.
  
• Write it down or email if you think it is appropriate.
• Six second rule.
  
  After asking a question, wait 6 seconds for them to respond. That seems like a long time but this is how long it can take for someone with ASD to process information and formulate a response. If you don’t get a response, your question was badly phrased – try again. It is counterproductive to bombard people with questions in this case. Imagine shouting at someone with headphones on – that won’t work either.
• Don’t patronise.
  
  They’re smart. People with Asperger’s Syndrome have average or above average intelligence.

 

Key points:

• Be patient and accommodating as people withe ASD can be anxious, especially in new or unfamiliar environments.

• Be specific and literal.

• Don’t give too much information in one go.

• Don’t expect eye contact or force it.

• Don’t expect conventional niceties. People with ASD may come across as abrupt or direct, to the point of rudeness.

• Offer a variety of communication options.

• Think about accessibility in everything we do to make it an integral part of our services.


Please test your understanding by completing the quiz and then you will have completed the first module of the online training. Thank you.

It is important that you complete this quiz as it forms part of your training evidence which is necessary before you can begin working with students.