SOME BACKGROUND AND REFLECTION BEFORE WE TALK

Raining Cats and Dogs: Autism and Aspergers Come to [Art]

College

WELL, MOSTLY

CATS

Cats & Dogs

WHO ARE WE? WHY ARE WE HERE?

WHAT DO W ALREADY KNOW?

Introductions

THIS IS SO IMPORTANT. I AM NOT AN EXPERT. YOU PROBABLY KNOW

AS MUCH OR MORE THAN I

SO LET’S TALK.

Questions? Thoughts? Concerns?

A Rising Tide

In the past, mostly @ Ringling typical of college populations: students with ALL kinds of disabilities Guessing that’s true at your colleges, too. . .

Most common: LD, ADHD, medical, psychLess common: visual, hearing, mobility

limitationsAlso less common disorders on the “autism

spectrum”—

UNTIL NOW

Effects of Laws and Research

New better understanding of autism: what it is and isn’t Variations of severity and type

Especially “high functioning” Asperger’s

Laws re: disability rights Earlier educational opportunities

BOTTOM LINE: More kids with these “disorders” on college campuses.

We Saw It Coming, but . . .

Attended conferences and conference sessions Developed guidelines and some notion of

assistance But a new population—with A LOT of variety so New challenges: especially because A lot of the limitations involve difficulties out of

class or tangential to class. The variety of—unanticipated--issues

and difficulty of knowing in time what’s happening

IN THE CLASSROOM IN THE DORMS AND

RESIDENCESIN COLLEGE GENERALLY?

So what do we do?

Signs & Signals

May present as “odd” No eye contact Reluctance to speak or Tendency to monopolize OFTEN victims of bullying Lonely but also loners Absorbed by interests to exclusion of other things Comforted by routine . . . Disoriented—or worse—by

changes in it Hyper-sensitive to sensory stimuli Other??

The Bright Side

Frequently very “bright:” Often good participants in class Strong opinions Good—if persistent-questions

Incredible focus when it’s interesting Unusual viewpoint

Specialized knowledge (funds of trivia) Follow the rules (not inclined to recognize exceptions) Breath of fresh air

A short video

GRASP has some interesting things to say . . .

Familiar College Accommodations

Note takers Extra time for tests Reading in “alternate” formats Speech to text Physical adjustments: chairs, work stations,

doors, ramps . . . Sign interpreters, magnification etc.

For Autism / Asperger’s students

Very “verbal?” Note takers may not help. Reading’s probably OK—no auditory books

Help with interpretation—maybe Help with metaphors, tone, etc.

Bottom line: most of the “usual” doesn’t apply

BUT

A different “set” of issues

“Non-verbal learning disability” (NVLD) Most LDs involve traditional academics:

So reading, writing, math All, essentially, verbal Memory and processing speed affect testing, too

Asperger’s more common limits Social interaction (interpreting tone and body

language, limits generally—determining what’s appropriate)

Decision making Comfort with change and disruption

In Class, Maybe . . . The kid who starts talking and can’t be stopped . . .

almost ever orAsks a million and one questions after classThe kid who misses class because

He’s in his room playing video games ALL the time She’s not used to going there and can’t bring herself to take

that step He couldn’t adjust to the change of routine for . . . The field trip,

the lab, the studio class on locationThe kid who doesn’t get that you were being sarcasticWho always seems to be alone and / or never

participates . . . Or with whom others don’t want to be grouped (see trouble with social skills)

Some Sad Ringling Experiences

I couldn’t get to the lab . . . It wasn’t in my routine

It was a joke . . .

I WAS working hard . . .

I never left my room . . .

Success!

Happy and thriving in game art . . .

Brilliant, Awkward, Frequently behind or late but . . . Graduated with lots of support . . .

Additional Accommodation Strategies

In depth intake interview Possibly with more input from parents

Establish a primary ally / resource office Good communication to faculty

Can be difficult but keep trying Give them background on the disorders in general Be pro-active (easier said than done)

Collaboration with other offices Residence life if on campus Campus activities

Working with Faculty

Presentations to departments or faculty meetings

Develop information sheets (good for any disability, very helpful here)

Ask for regular updates—or seek them yourself by email / phone call . . .

Notification Letters to FacultyIdentify the disorder

in other cases, often I do not Get the student’s permission and explain why

Explain the individual quirks and needs As far as you know them, based on your interview

May include standard accommodations such as for testing

May ask for clarified instructions (as with ADHD). May only address the tip of an unknown iceberg

Warning Signals

AbsenceConsistently late or unfinished work “incredible vanishing student” act Difficulties with peers

We haven’t seen a lot of this but Trouble with social cues can mean trouble with

peers Or with instructors

Frustration, lack of focus, failure to get started, lost time and objects Not unlike some ADHD features

Collaboration / Cooperation

Autism / Asperger’s relatively new (in numbers) on campus

Let faculty know you need their help Alert us to problems Refer students to us Then KIT—maybe weekly (your initiative)

Some things we may not solve (need for support at home and good training)

Some things we’re trying to learn From the students From experience From you

THIS IS SO IMPORTANT. I AM NOT AN EXPERT. YOU PROBABLY KNOW

AS MUCH OR MORE THAN I

SO LET’S TALK.

Questions? Thoughts? Concerns?