Challenges for Students

• Offer added explanation when lesson concepts are abstract. Give real-world examples, where possible.

• Emotional nuances, multiple levels of meaning, and relationship issues as presented in novels may be misunderstood. Again, take time to explain things clearly and give real-world examples.

• Students may struggle to complete projects or meet deadlines. This is because of the challenges that they face around executive functioning, which are the brain activities that allow us to plan, focus on and complete tasks (e.g. time keeping, switching between tasks, staying focused and prioritizing). This can impact on academic life, social life and even tasks such as deciding what food to pick in the canteen. Some autistic students may have other conditions such as dyslexia, attention deficit disorder or anxiety, which may further impact executive functioning and increase inattention, distractibility and energy levels.

• It is important not to interpret this behaviour as a lack of care, lack of interest or deliberate trouble-making. If a student is consistently late for class or misses deadlines, it may be caused by a combination of issues relating to executive functioning. Don’t take it personally!

• Poor fine-motor coordination may result in handwriting that is very difficult to read. Use of a laptop or tablet in exams may be beneficial.

• The Disability & Learning Support Service can work with students to learn practical skills that will help them organise themselves for class attendance and project work. If staff notice that an autistic student is struggling in this way, it would be helpful to point them toward DLSS.

• It can be hard for students with AS to benchmark their feelings. They know that their experience of the world is different to many others’, so it can be hard to tell if their feelings are typical or not in a given situation. For this reason, students may not come forward if they are feeling depressed or anxious, as they are unsure whether their feelings are more or less severe than their classmates’.

• Staff should pay attention to changes in behavior that may indicate depression, such as increased levels of disorganization, inattentiveness, and isolation; decreased stress threshold; chronic fatigue; crying; suicidal remarks; and so on. If concerned, approach the DCU Counselling service to establish the next steps to take.

• To make it easier for distractible students to complete tasks, assignments could be broken down into small units, and more frequent lecturer/tutor feedback and redirection could be available.

• Students with severe concentration problems may benefit from timed work sessions. This helps them organize themselves and lets them know that they will only have to focus for set amounts of time.

• A student may be keen to contribute if a topic is linked to an area that they are particularly interested in. This is fantastic, but be mindful that the conversation stays on topic and that the student is not taking over the conversation due to their enthusiasm.

• Some students with AS will not want to do assignments outside their area of interest. Firm expectations must be set for completion of all course work.

• Use the student's interest in particular subjects as a way to broaden his or her repertoire of interests. Make it clear how subjects are linked, and how learning about one area will further their ability to excel in the area that they are particularly interested in.

• By maintaining a classroom built on mutual respect for others and their unique experiences and ideas, all students will be protected from bullying and teasing.

• Create cooperative learning situations in which a student’s skills, focus and interests will be viewed as an asset by peers, thereby increasing acceptance.

• Provide a predictable and safe environment.

• Avoid surprises: Prepare the student thoroughly and in advance for special activities, altered schedules, or any other change in routine, regardless of how minimal.

• Allay fears of the unknown by exposing the student to the new activity as soon as possible after he or she is informed of the change, to prevent obsessive worrying.

Contact the Disability & Learning Support Services for ideas to help individual students.