Slide 1
Teaching University Students with Autism Spectrum Disorder

Slide 2
UOW Learning Development 
(Disability, Transition and Outreach)
KIMBERLEY McMAHON-COLEMAN

Slide 3
Introduction
STUDENT COHORT
Number of 20-24 year olds in post-compulsory education has significantly increased
Of these, 5.2% of Australian students identified as having a disability in 2009 (O’Neill, Strnadova and Cumming)
Anecdotally, it seems that a significant proportion of those have ASD
“Burgeoning population” (Wenzel and Rowley)
Almost a quarter of students with ASD who enrol in tertiary education abandon it before completion
Graph shows: 100 000 students in 1971 aged 20-24 were in higher education; almost 500 000 in 2011

Slide 4
Key Truths
PERSON CENTRED APPROACHES WORK BEST
Inclusive approaches work best
Transition planning for students with complex needs occurs in advance of transition
UDL makes curriculum accessible for all students, not just those with disabilities

Slide 5
Unwritten Expectations
•	Who explains the differences between 
•	Lectures and tutorials
•	Essays and reports
•	Email tone as opposed to chatting to your tutor in the corridor? 

Slide 6
Usually these tasks fall to University teachers
•	Potential issues with this: 
•	May not know they need to do it
•	May assume it’s been done
•	May not “have time” in curriculum
•	Have typically understood information quickly
•	May not have empathy for those who atypical learners
•	Are fairly unlikely to have pedagogy to assist atypical learners, even if they do have the empathy. 

Slide 7
All students learn differently 
•	Multi-modal information provision (write it, say it, post it online—what else?)
•	Visual slides may assist cognition
•	Write descriptions of visual images for those who need assistance
(for example, students using text-to-speech software)
https://www.naturalreaders.com/
Image contains: Yoda, wise teacher

Slide 8
Run this slide through Natural Readers … 
•	Multi-modal information provision (write it, say it, post it online—what else?)
•	Visual slides can assist cognition
•	Write descriptions of visual images

(some students may be using text-to-speech software)

This very concrete example demonstrates to teachers the impact of leaving out the image descriptors

Slide 9
SIMPLE STRATEGIES: 

•	Use multimodal instructions
•	Repeat information and instructions
•	Give students with anxiety “warnings” about what’s coming up in class
•	List vocabulary—tabular nasa/tabula rasa
Slide 10
Interpreting Assignment Tasks
PROCESSES AS WELL AS CONTENT
•	Explain how to submit
•	Explain consequences of inaction
•	Make examples available
•	Get someone to check your subject outlines
•	Think about what you are testing
•	Limit metaphors
Images contain: Book Cover; cake emoji

Slide 11
Working Around Rigidity of Thinking

•	Can manifest in classes, or at subject/degree level

Simple Strategies: 
•	Lay out the options clearly and logically
•	Hope for the best

Slide 12
Self-Monitoring
•	May need to be developed with regard to some behaviours, as well as academics 
•	Be wary of the “procrastination—perfectionism loop”
•	Students on the spectrum often have increased anxiety
Simple Strategies:
•	Don’t assume the worst motivations—context is everything!
•	Don’t debate in front of an audience
•	Politely redirect
•	Wait for the respect for “rules” instinct to kick in
•	Ask open questions—but ones that elicit useful responses

Slide 13
SEXY
•	Statement
•	Evidence
•	EXplanation
•	whY

Slide 14
Multi-Tasking
•	Self-Monitoring, Multi-Tasking and Project Planning are related areas
•	Areas where any issues around perfectionism and/or executive Function will become apparent
•	Students may need to be taught strategies for prioritisation and competing deadlines. 

Slide 15
Project Planning
•	Teach students to think about the relationship between times/weightings/marks
Simple Strategies:
•	Use available AT eg Wunderlist, Pomodoro,  MotivAider, phone timers/alarms
•	Also BlockSite, SelfControl, Rescue Time

Slide 16
Write or Die
Image 1 contains: cute kitten
Image 2 contains: large spider  on red screen

Slide 17
Conclusion

GOOD INCLUSIVE EDUCATIONAL PRACTICE
Looks a lot like good teaching practice, generally
IF YOU IMPROVE CLARITY OF EXPECTATIONS ACROSS THE FYE
You will help all students, including those with ASD diagnoses

WE SHOULD CONTINUE TO TAILOR 
additional, quality individual interventions while lobbying for systemic change. 

Slide 18
“If you’ve met one person with Autism …”
… you’ve met one person with Autism”
Dr Stephen Shore
There are no “silver bullets” 

Slide 19
“ These are students who … 
are typically very interested in the subject matter, very motivated to do well, very keen to follow rules, and willing to apply the strategies we share … they are also largely appreciative of our help. 
Don’t we wish all students were like that?”

Slide 20

Bibliography
Australian Bureau of Statistics. "Year 12 Attainment (4102.0)." 2012. Australian Social Trends, March Quarter 2011. 15 November 2016. <www.abs.gov.au/socialtrends>.

Autism Spectrum Australia (ASPECT). "We Belong Study." 2013.
<www.autismspectrum.org.au/sites/default/files/Autism_Spectrum_WE_BELONG_Research_Report_FINAL_LR_R.pdf>.

Dixon, Roselyn M. and Kathleen Tanner. "The Experience of Transitioning Two Adolescents with Asperger Syndrome in Academically Focused High Schools." Australasian Journal of Special Education 37.1 (2013): 28-48.

Eckes, Suzanne and Theresa A. Ochoa. "Students with Disabilities: Transitioning from High School to Higher Education." American Secondary Education 33.3 (2005): 6-20. <http://www.jstor.org/stable/41064551>.

Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 1993.

—. Intelligence Reframed: Multiple Intelligences for the Twenty-First Century. New York: Basic Books, 1999.

Garrison-Wade, Dorothy and Jean P. Lehmann. "A Conceptual Framework for Understanding Students with Disabilities' Transition to Community College." Community College Journal of Research and Practice 33.5 (2009): 415-443.

McMahon-Coleman, Kimberley and Kim Draisma. Teaching University Students with Autism Spectrum Disorder: A Guide to Developing Academic Capacity and Proficiency. London and Philadelphia: Jessica Kingsley Publishers, 2016.

O'Neill, Sue C., Iva Strnadova and Therese M. Cumming. "Evidence-Based Transition Planning Practices for Secondary Students with Disabilities: What has Australia Signed Up For?" Australasian Journal of Special Education 40 (2016): 39-58.

Robertson, Scott Michael. "Neurodiversity, Quality of Life and Autistic Adults: Shifting Research and Professional Focuses onto Real-Life Challenges." Disability Studies Quarterly 30.1 (2010). <http://dsq-sds.org/article/view/1069/1234>.

Spencer, Sally A. "Universal desing for learning: Assistance for teachers in today's inclusive classroom." Interdisciplinary Journal of Teaching and Learning 1.1 (2011): 10-22. 5 January 2016. <http://files.eric.ed.gov.ezproxy.uow.edu.au/fulltext/EJ1055639.pdf>.

Strnadova, Iva and Therese M. Cumming. Lifespan Transitions and Disability: A Holistic Perspective. New York: Routledge, 2016.

vanBergeijk, Ernst, Ami Klin and Fred. Volkmar. "Supporting More Able Students on the Autism Spectrum: College and Beyond." Journal of Autism and Developmental Disorders 38 (2008): 1359-1370.

Wehman, P. "Individualized Transition Planning: Putting Self-Determination into Action." Wehman, P. (Ed.). Life Beyond the Classroom: Transition Strategies for Young People with Disabilities. Baltimore: Brookes, 2006. 71-96.

Wenzel, Christine and Laura Rowley. "Teaching Social Skills and Academic Strategies to College Students with Asperger's Syndrome." Teaching Exceptional Children 42.5 (2010): 44-50.

kmc@uow.edu.au 
https://autismspectrumdisorderinhighereducation.wordpress.com/

                       @KMcMahonColeman