< Previous | Contents | Next >
Autism Spectrum Disorder/ Asperger’s Syndrome
Some neurological disorders, such as Autism Spectrum Disorder (ASD), are more prominent among college students than others. Within this category, CUNY is seeing an increasing number of students with Autism Spectrum Disorder (originally diagnosed as Asperger’s Syndrome).
People with ASD tend to have communication deficits, such as responding inappropriately in conversations, misreading nonverbal interactions, or having difficulty building friendships appropriate to their age. In addition, people with ASD may be overly dependent on routines, highly sensitive to changes in their environment, or intensely focused on inappropriate items. The symptoms of people with ASD fall on a continuum, with some individuals showing mild symptoms and others having much more severe symptoms.
Students with ASD may develop many practical skills, and though they often cannot tolerate the whirl of everyday life, they are capable of living full lives and making important contributions to their living environment.
Functional Limitations
Poor non-verbal communication e.g., reduced facial expression, monotonous intonation, and limited and inappropriate gestures
Poor comprehension of other people’s verbal and non-verbal expressions
Poor organizational skills
Clumsiness and poor coordination
A preference for repetitive activities, a strong attachment to certain possessions, and distress at a change of whereabouts
Problems with abstract thinking and concepts
Behaviors
Peculiarities of eye gaze, such as inability to make eye contact and read visual cues
Inattention to the listener’s needs; clumsy communication and interpersonal interaction
Pedantic and perseverative speech (e.g., repeating words and phrases over and over)
Unusual language characteristics e.g., exaggerated length of utterances, embedded sentences, or locked in wording
Over-focus on precision
Written text consisting of continuous, unduly prolonged declarations or statements
Special interests and skills are usually dependent on excellent rote memory
Accommodations
Alternate tests
Extended time on exams
Distraction-reduced testing space
Reduced course load
Extended time on assignments
Access to class notes, a note-taker, or use of a tape recorder for lectures
Teaching Strategies
Prepare the student for all changes in routine and/or environment
Use verbal cues, clear visual demonstrations, and physical cues
Avoid abstract ideas when possible; when abstract ideas are necessary, use visual cues as an aid
Understand that an increase in unusual or difficult behaviors probably indicates an increase in stress, in which case ask the student if would he or she like to talk with you
Don’t take misbehavior personally
Avoid nicknames such as Pal, Buddy, Wise Guy, etc.; idioms (“save your breath,” “jump the gun,” “second thoughts,” etc.); double meanings, sarcasm, and teasing
Be as concrete as possible, avoiding vague questions like, “Why did you do that?” Avoid complex essay-type questions, since students will rarely know when they have said enough or if they are properly addressing the core of the question
Break tasks down into smaller steps, or present them in more than one way i.e., visually, verbally, and physically
Avoid verbal overload
Be aware that for some individuals what might seem like ordinary classroom auditory and visual input can, in fact, represent perceptual extremes of too much or too little
Use writing if a student uses repetitive verbal arguments and/or questions, requesting she write down the argumentative statement or question, and then writing your reply. Or try writing her argument and/or question yourself, and then asking the student to write a logical reply
Our Sources and Additional Resources:
National Institute of Neurological Disorders and Stroke (NINDS) Asperger Syndrome Fact Sheet:
http://www.ninds.nih.gov/disorders/asperger/detail_asperger.htm
Asperger Syndrome:
http://www.autismspeaks.org/what-autism/asperger-syndrome
DO-IT Home (University of Washington):
http://www.washington.edu/doit/faculty/strategies
Awareness of Students with Diverse Learning Needs, What the Teacher Needs to Know, Volume 1:
http://www.bced.gov.bc.ca/specialed/awareness/11.htm
http://www.gnb.ca/0000/publications/curric/awarchronichealth.pdf
< Previous | Contents | Next >