Autism/ASD

Incidence:

Cooper et al. (2007)[1] estimated that 1.1% of adults in the UK had autism, with men more likely to be diagnosed (2%) than women (0.3%), possibly due to the under-diagnosis of women. Diagnosis rates have been increasing since the 1960s this is likely to be due to better diagnostic approaches, increased awareness and a reduction in the 'stigma associated with the disorder'. Additionally, three, previously distinct disorders are now combined as Autism Spectrum Disorder[2] (Kinnealey 2012) and (Cooper 2007).

According to HESA in 2006/7 approximately half of one percent of UK domiciled students had ‘social communication/ autistic spectrum disorder’.

Characteristics:

Schaafsma et al. (2014) state that ‘Autism Spectrum Disorders comprise an extremely heterogeneous class of neurodevelopmental disorders’ and that an ASD diagnosis requires an individual to demonstrate deficits in social communication and interaction, an intense focus on limited interests and an over or under-reaction to sensory information. Schaafsma (2014) also states that ASD has a high level of comorbidity with anxiety disorders and learning deficits. However, individuals with ASD do not necessarily have cognitive deficits and can have abilities comparable with non-impaired or gifted individuals (Kinnealey et al. 2012).

Impact on teaching and learning:

Kinnealey at al. (2012) demonstrate that brightly lit and noisy environments can negatively affect the concentration and attendance of students with ASD, with florescent lighting being a particular problem because of the way that it flickers and the buzzing noise that it emits.

While teaching staff are unlikely to be able to alter the type of lighting and the ambient noise in a room, students with ASD are likely to benefit from the availability of video recordings of classes if they feel unable to attend. When students with ASD can attend classes they should be allowed to leave the room at short notice of they start to feel overwhelmed.

Kinnealey at al. (2012) citing Ashburner et al. (2008) also state that students who experience hypersensitivity to noise may avoid environments.

“Avoidant behaviors are often associated with hypersensitivity to auditory stimuli. Routine classroom noise, especially when combined with verbal instruction, makes attending difficult for many students and especially for learners with autism.”

Impact on assessment:

Kinnealey at al. (2012) state that individuals with ASD may have reduced ‘social attention’ and ‘Joint attention’ and that these are a central feature of Autism.

Social attention is the natural inclination to be drawn to the faces and voices of other people. Joint attention involves the ability to engage with two or more people. These difficulties can affect students’ ability to actively participate in class and in group work. (Kinnealey at al. 2012)

The National Autistic Society (NAS) highlights a number of ways in which exams might cause particular problems for individuals who have autism. Firstly, as exams are not part of a normal weekly routine they can cause particular anxiety. To help counter this we should make it very clear what students should expect from an exam. This information can include details of exam day procedures and advice on how to prepare for exams. The NAS state that people with autism may take instructions and information very literally, so open-ended style questions can cause autistic students particular problems. Providing mock exams and past papers to demonstrate the type of questions that students are likely to face will help to demonstrate what is expected of students, this can also help students with dyslexia for the same reason.

The NAS also say that students with autism can have reduced fine motor skills and so have poor handwriting.[3]

Resource requirements/ accommodations:

Students with autism would benefit from a quiet, distraction free study environment, or when this is not possible, flexibility in attendance requirements.

Strengths:

Kinnealey at al. (2012) explain that students with ASD show no deficit in ‘sustained attention’ and so they can exhibit exceptional focus on tasks that interest them.

 

 

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References

[1] Cooper (2007)

[2] “Autism Spectrum Disorders (ASDs), as defined by Diagnostic and Statistical Manual of Mental Disorders 5th edition... encompass the diagnoses of autism, Asperger syndrome and pervasive developmental disorder not otherwise specified (PDD-NOSS)” Schaafsma (2014)

[3] you can find more guidance on preparing students with autism for exams on the National Autistic Society's website https://www.autism.org.uk/about/in-education/exam-guidance.aspx