Aspergers 101 Disabilities in college Nationally approximately 11%

Aspergers 101 Disabilities in college  Nationally approximately 11%

Aspergers 101 Disabilities in college Nationally approximately 11% of college students have a disability of some kind Typically only 8-10% report this disability to the Disability Services Office At UTC, we currently have over 950 students registered with DRC Invisible Disabilities Face more discrimination Include disabilities such as: Learning

Disabilities ADHD Obsessive Compulsive Disorder Depression Generalized anxiety Disorder Fastest growing One of the fastest growing populations on UTCs campus is Autism Spectrum Disorders (ASD) What do you know about ASD? What are Autism Spectrum Disorders?

Students with ASD struggle with non-verbal behavior and social nuance ASD is a development disorder No two people with ASD have the same behaviors or symptoms. ASD represents a broad spectrum of students They are all unique individuals Students with ASD may also have strange, odd or less socially acceptable interests that draw teasing and isolation from other students. These may include:

Dungeons and Dragons, Live Action Role Play (LARP), World of Warcraft video games Japanese Anime movies or cartoons Specific movie or music interests that seem obsessive (punk, gothic, twilight/vampire) Obsession with odd items (French windows, turn of the century soda cans) What is Aspergers High functioning Autism Social Dyslexia or Social Blindness DSM Criteria is as follows:

Impairment Impairment in in non-verbal non-verbal behaviors behaviors Lack Lack of of appropriate appropriate peer peer interactions interactions

Lack Lack of of spontaneous spontaneous sharing sharing of of attention attention Lack Lack of of social/emotional social/emotional reciprocity reciprocity Abnormal Abnormal preoccupation preoccupation with with aa restricted restricted pattern pattern of of interest

interest Inflexible Inflexible adherence adherence to to routines routines Repetitive Repetitive mannerisms mannerisms Impact Triad Social/Emotional Flexibility of Thought Communication Psychological Theories

Theory of the Mind Central Coherence Executive Function Theory of the Mind Theory of mind is the capacity we have to understand mental states such as: beliefs, feelings, desires, hope and intentions. Its the way we imagine other peoples feelings or thoughts. Central Coherence

Central coherence can be described as getting the point. It is the ability to pull information from different sources, both internal and external, to gain a more clear understanding. Executive Functioning Executive Function refers to brain functions that activate, organize, integrate and manage other functions. What it is not Rain Man Savants Obvious Monotone

Homogenous How to work with students with ASD clear, concise, consistent When working with these students, it is essential to offer clear messages. Avoid trying to address multiple issues at one time. Be CLEAR: It is against the student code of conduct to threaten a faculty member UNCLEAR: We have a student code of conduct in place so everyone can feel safe in the learning environment but when you speak in a threatening tone, people may feel afraid of you Clear: The due date for your final

paper is April 17, 2012 at 5:00 PM Unclear: I would like to have your final paper before the end of the semester Set clear boundaries and expectations. Be aware they will not always keep them and have a plan of what to do next. Separate emotions from your interactions; be clear and focused in what you are trying to communicate

Seek specific help on how best to interact with students who frustrate you. Often students with these kind of social difficulties (1) are very difficult to change or (2) arent aware of their behaviors Managing difficult behaviors Support How the challenging behaviors many questions are too many? When is a challenge disrespectful? Dont see the challenging behavior as threat to your competence Control your own frustration Avoid sarcasms, metaphors and

colloquialisms Avoiding Power Struggles Pick your battles Focus on the goal at hand Control your own emotional response Avoid challenging the core belief system Offer alternatives for more conversation at a different time and place Too many questions? One One of of the

the most most prevalent prevalent behavioral behavioral obstacles obstacles in in the the college college classroom classroom Setting clear boundaries in the beginning Defining the appropriate amount of questions in a single class period Offering meeting times outside of class for further questions

Flexibility of thought inhibits the ability to move on from a topic Real life application

Large Large vocabulary vocabulary often often hides hides misunderstanding misunderstanding Doesnt Doesnt understand understand sarcasm sarcasm Lack

Lack of of reciprocity reciprocity in in communication communication means means they they talk talk at at you you Misses Misses body body language language Anxious Anxious in in social social situations situations Very

Very nave nave so so easy easy target target for for bullying bullying Wants Wants friends, friends, but but doesnt doesnt know know how how Cognitive Cognitive rigidity rigidity makes makes changing changing focus focus of

of conversation conversation very very difficult difficult May May have have acute acute understanding understanding of of subject subject matter, matter, but but failing failing the the class class May May have

have an an incredible incredible memory memory for for minute minute details, details, but but cant cant memorize memorize facts facts for for an an exam exam May May appear appear to to be be lying

lying or or manipulating, manipulating, but but in in actuality, actuality, they they are are telling telling you you what what they they want want to to be be reality reality Want Want to to fit

fit in in desperately, desperately, but but dont dont know know how how Video =/Aspergers-Syndrome What does this mean for you? Stress/Anxiety escalates the difficulties Will either act out or withdraw

completely Personality conflicts Need for structure Lack of belonging Need for personal space Organizations skills are poor Poor executive functioning skills What can you do? Read the many books available Take Universal Design approach Educational programming about being accepting of differences Know how to get in touch with Disability Services in case you have questions Disability Resource Center

General Office Number: 425-4006 Michelle Rigler/Director: 425-4008 Steve Kinane/Asst. Director: 4254059 Amy Rutherford/Program Specialist: 425-2202 Resources / _050409.html Understanding Autism: A College Professors Guide

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