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

1. Raining Cats and Dogs: Autism and Aspergers Come to [Art] College Some background and reflection before we talk

2. Cats & Dogs Well, Mostly Cats

3. Introductions Who are we? Why are we here? What do w already know?

4. Questions? Thoughts? Concerns? This is so important. I am not an expert. You probably know as much or more than I So let’s talk.

5. 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, psych • Less common: visual, hearing, mobility limitations • Also less common disorders on the “autism spectrum”— UNTIL NOW

6. 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.

7. 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

8. So what do we do? In the classroom In the dorms and residences In college generally?

9. 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??

10. 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

11. A short video GRASP has some interesting things to say . . .

12. 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.

13. 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

14. 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

15. In Class, Maybe . . . • The kid who starts talking and can’t be stopped . . . almost ever or • Asks a million and one questions after class • The 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 location • The kid who doesn’t get that you were being sarcastic • Who always seems to be alone and / or never participates . . . Or with whom others don’t want to be grouped (see trouble with social skills)

16. 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 . . .

17. Success! Happy and thriving in game art . . . Brilliant, Awkward, Frequently behind or late but . . . Graduated with lots of support . . .

18. 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

19. 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 . . .

20. Notification Letters to Faculty • Identify 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

21. Warning Signals • Absence • Consistently 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

22. 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

23. Questions? Thoughts? Concerns? This is so important. I am not an expert. You probably know as much or more than I So let’s talk.