Supporting students on the autism spectrum

student mentor guidelines

By Catriona Mowat, Anna Cooper and Lee Gilson

reproduced, stored in a retrievable system or

transmitted, in any form or by means electronic,

mechanical, photocopying, recording or other wise

without the prior permission of the copyright owner.

First published by The National Autistic Society 2011

Printed by RAP Spiderweb

Chapters

Introduction 3

1. Understanding the autism spectrum 4-9

2. Your role as a student mentor 10-15

3. Getting started 16-23

4. Supporting a student with Asperger syndrome to… 24-29

5. Useful resources 30-33

6. Further reading 34

7. Glossary of terms 35

Introduction

These guidelines were initially prepared as a resource for newly appointed student mentors supporting

students with autism and Asperger syndrome at the University of Strathclyde.

This guide has been rewritten as a useful resource for any university employing and training its own

student mentors, or considering doing so. Readers may reproduce the guidelines, or relevant sections of

the guidelines, as long as they acknowledge the source.

This new version was made possible by a grant from the Scottish Funding Council in 2009, which has

supported not only this publication, but also a research project (led by Charlene Tait of the National

Centre for Autism Studies, University of Strathclyde) into transition and retention for students on

the autism spectrum, and the delivery of a series of workshops on this topic (jointly delivered by the

University of Strathclyde and The National Autistic Society Scotland).

We wish to extend particular thanks to the student mentors at the University of Strathclyde, whose

direct and practical experience has provided valuable tips and strategies, examples of which are given

throughout this guide. Thanks also to Charlene Tait (our critical friend) for her feedback on the initial

draft version.

Thanks also to Dr Christine Sinclair of the Centre for Academic Practice and Learning Enhancement,

University of Strathclyde, who has kindly allowed us to reproduce a selection of her study strategy

handouts in the Useful Resources section.

Authors:

Catriona Mowat, Disability Adviser, University of Strathclyde

Anna Cooper and Lee Gilson, The National Autistic Society Scotland

June 2010

Supporting students on the autism spectrum

1. Understanding the autism spectrum

As a student mentor you may nd yourself

supporting a student diagnosed with either autism

or Asperger syndrome (AS)

, which is a form of

autism. In these guidelines, we refer mainly to AS,

but the principles apply equally to supporting

other students on the autism spectrum.

Autism is a lifelong developmental disability that affects

social and communication skills. People on the autism

spectrum may find it difficult to understand how the

world around them operates and to interact with

others. In particular they may have trouble learning,

understanding and interpreting the unwritten rules of

social interaction and relationships that most people take

for granted.

Autism is a spectrum disorder, which means that, while

all people with autism share difficulties in three main

areas, the impact of these will vary from one person

to the next. So, while people with classic autism may

have associated learning disabilities and use little verbal

communication, people with a diagnosis at the higher-

end of the autism spectrum, such as AS, are likely to be

of average or above average intelligence and have fewer

difficulties related to verbal communication.

“I can stand up in front of

300 people at a conference and

talk about my condition but

sometimes I can’t ask the bus

driver for a ticket to get there.

Social interaction on a one-to-

one basis is too intense and I

become very anxious and find it

difficult to speak. In the past

I have run off the bus when the

driver asked where I was going.”

Student with Asperger syndrome

Autism is not a physical disability so it can often

be invisible to the rest of the world. It is easy to

recognise when a person in a wheelchair has difculty

negotiating a building with poor access, and this will

usually produce an empathetic and helpful response

from other people. Tolerance and empathy are often

harder to come by for people with hidden disabilities.

In particular, people with AS are often simply seen

as ‘odd’ or eccentric because they do not react

appropriately to social rules. Some people with AS may

even appear ‘standofsh’ or rude. This can often lead

to them being ridiculed or ostracised by their peers.

1 The term ‘Asperger syndrome’ was rst used in an inuential study in 1979

by Dr Lorna Wing and Dr Judith Gould, which examined the prevalence of

autism among a group of children known to have special needs.

“In the past I have had trouble

with social interaction. I have

trouble with small talk as it

makes me very uncomfortable.

I would avoid speaking to people

because I would often say

inappropriate things. Because of

this I chose to spend breaks on

my own but people just thought

I was weird.”

Student with Asperger syndrome

The triad of impairments

People with AS have difculty in three main areas. These

are usually referred to as the ‘triad of impairments’

The areas of difficulty are:

social communication

social interaction

social imagination.

Social communication

People with AS can experience difculties in

communicating with others and in understanding

what others are communicating to them.

2 Wing, L. (1981). Asperger’s syndrome: a clinical account Psychological

Medicine 11, p115-129.

For example, a person with AS may:

use language which seems overly formal

and stilted

be unable to initiate or sustain two way

communication (they may lose interest quickly, talk

regardless of the listener’s interest or interrupt others)

make abrupt or insensitive comments

find it difficult to understand sarcasm, irony

or metaphors

interpret instructions literally (eg “go and wash your

hands in the toilet”)

have difficulty reading other people’s facial

expressions and avoid or overuse eye contact.

These difculties with social communication can

impact greatly on a student’s university experience.

Most degree courses require students to use and

develop communication skills, whether by giving

presentations, working in groups or undertaking

work placements. Students are also expected to

communicate appropriately with a broad range of

people, including academic staff, support staff and

their peers.

Difculties with social communication can also impact

on a student’s ability to form friendships and interact

socially with other students.

Social interaction

Social skills are something that most people take for

granted - but people with AS cannot always interpret

the actions and intentions of others, making social

interaction very difcult.

It is often wrongly assumed that people with AS do

not want to interact with others. Although this may

sometimes be the case, most people with AS simply

lack the skills and understanding to be able to do

this easily. If social interaction makes the person

Supporting students on the autism spectrum

anxious, they might also avoid it in order to reduce the

emotional and physical symptoms of anxiety.

People with AS may:

appear aloof and uninterested

be unable to understand social rules

(eg standing too close, inappropriate greeting

or choice of conversation)

develop rule-bound behaviour and inflexible

routines, which can inhibit social development

find it difficult to understand turn-taking and

group work

not understand the concept of relationships

and friendship in the same way as other people.

Students with AS respond well to a study routine,

but may struggle with unexpected changes to

timetables, topics, rooms, deadlines etc. Some

students may experience difculty in group work or

tutorials, either by under-contributing or contributing

too much (eg dominating discussion or asking too

many questions). Students seeking friendship may

misinterpret casual interactions or gestures as

indicative of genuine friendship.

Social imagination

To say that people with AS have difculty with

imagination would be highly misleading – in fact,

many people with AS have extremely creative

imaginations. It is perhaps better to describe this as

a difculty with exibility of thought. People with AS

tend to be rigid thinkers and cannot always conceive

of hypothetical situations or empathise with another

person’s point of view.

Students with AS may, for example, experience

the following difficulties.

Adapting to changes of routine, such as the

transition from school to university or between

semester time and the lengthy university holidays.

Dealing with frequent changes of topic, and

following multiple concurrent subjects. People with

AS tend not to be able to multi-task, and find it

difficult to shift attention readily between subjects

and tasks.

Working in groups that don’t follow rule-bound

behaviour. People with AS may become anxious

when other students miss agreed deadlines or fail

to show up at agreed times.

Special interests and obsessions are also a feature

of AS. Where a special interest is compatible with the

student’s subject choice, it can be a positive aid to

learning (eg a Computer Science degree student who

has a passionate interest in computer programming).

However, special interests can also be a barrier to

learning when compulsory subjects of study fall outside

that narrow frame of interest. A student with AS may

actively pursue their interest at the expense of other

required tasks and study priorities (eg by staying up all

night developing a computer game).

Psychological theories

A number of theories have been developed to

explain the difculties experienced by people with

AS. As theories, they are all subject to academic

debate, but can help you as a mentor to understand

how a student with AS may experience the world

around them.

Theory of mind

People with AS are often said to lack ‘theory of mind’.

This is the ability to recognise other people’s thoughts,

feelings and agendas and understand that these differ

from their own

. It means that people with AS may be

less able to empathise with others and can struggle to

understand other people’s feelings.

Some people with AS may assume that you know

exactly what they are thinking or that you know

precise details about a previous situation they were

involved in, even if you weren’t there. As a mentor,

it can take some guesswork and clarication to nd

out exactly what situation the person with AS is

referring to.

Example:

Joe has AS and is at university studying Maths.

He has a dentist appointment on Wednesday

morning at 11.30am. When it is time to go, he gets

up and leaves the class without saying anything

to his tutor or anyone in the group he is in, as he

assumes that they will know where he is going.

When he is back in class the next day his tutor is

clearly angry with him and Joe doesn’t know why.

It may also be difcult for people with AS to recognise

and judge other people’s intentions. This can make

them vulnerable to bullying and exploitation. This is

something mentors need to be very mindful of - there

are a number of instances of students with AS being

taken advantage of by people who they believed to be

their friends.

Central coherence

Central coherence is the ability to bring lots of small

details together to form the ‘whole picture’. It could

also be described as the ability to ‘read between the

lines’ of a situation.

For example, if a person without AS walks into a

meeting room and sees a group of people in suits

having a discussion and taking notes, they will most

likely conclude that a meeting is taking place.

A person with AS may be unable to draw the same

conclusion, due to having a weak central coherence

system

. They may instead focus on one particular

detail, such as the colour of the carpet.

Executive function

Executive function is the ability to organise and plan

actions, routines, thoughts and behaviour in a logical

and rational way. People with AS may struggle with

executive function and therefore have an inability to

decide which actions to carry out, and in what order,

to complete tasks. Even if they have been told how

to carry out an action before, they may nd it hard to

apply this knowledge again in a new situation.

3 Baron-Cohen, S., Leslie, A. M., and Frith, U. (1985). Does the autistic child

4 This theory was rst suggested by Uta Frith in the late 1980s, and has been

have a “theory of mind”? Cognition, 21, pp37-46.

questioned by a number of studies since

Supporting students on the autism spectrum

“I’ve found that students with

AS tend to compartmentalise

their learning. They can have

difficulty transferring skills to

new pieces of work. To address

this, I would get the student to

think about the types of skills

they need to do a task, and then

where they might have these skills

from past study tasks or other

areas of their life. I would also

try to help them to reflect on

previous strategies which had

been successful in that context,

and to consider whether they

might be appropriate in the

context of their university studies.

Where the gaps in their skills

became apparent, we could

then set about identifying

new strategies.”

Student mentor

Environmental and sensory

issues

Another characteristic of AS is the way in which

the person’s central nervous system processes

sensory information

. A person with AS may be either

over-sensitive (also known as hyper-sensitive) or

under-sensitive (also known as hypo-sensitive) and

this can occur in one or more of the ve senses of

sight, sound, smell, touch and taste.

For example, a sound that most people would ignore

might be unbearably distracting or loud for a person

with AS who is hyper-sensitive. In some cases, this

may cause anxiety or even physical pain. A person

who is hypo-sensitive may not feel pain or extremes

of temperature. In such cases the person may spin,

rock or ap their hands in order to stimulate some

sensation and to help them deal with stress.

“I cannot stand strip lighting.

The lights give off a low buzz

which is painful to my ears.”

Person with Asperger syndrome

Some people with AS may need the sensation of touch

in order for them to concentrate or feel reassured.

This is not always appropriate, so it is important to

address such issues when setting ground rules for

your sessions. It is also important to bear in mind that

some people with AS may not tolerate any touch.

Even a friendly tap on the shoulder might cause them

unbearable pain or anxiety.

5 This difculty with ‘sensory integration’ was rst described by Anna Jean

Ayres in Sensory Integration and the Child (1979).

Sensory issues are important and should be discussed

prior to any work with a student with AS in order to

avoid any undue stress for both parties.

“Because I don’t know how a

student feels about physical

contact, I never dive straight in

to shake their hand when I meet

them. Of course, if they offer

me their hand, I’ll shake it.”

Student mentor

Provided you are aware of any sensory or

environmental issues the student has, there are

usually some simple adjustments that can be made.

For example, you might need to choose a dimly-lit

meeting place or nd a quiet room. Some students

may have an existing strategy, such as holding an

object for sensation to help them to concentrate.

In such cases, you should ensure this strategy

continues to be used.

Anxiety

Many people on the autism spectrum experience high

levels of anxiety, which can manifest itself in both

physical and psychological symptoms. Anxiety may be

associated with transition and unexpected changes in

routine and environment. It may also be triggered by

sensory overload, or extreme frustration due to exposure

to unpredictable or uncontrollable situations. The ability

of people with AS to manage anxiety may be hampered

by difculties with social imagination, and an inability to

understand emotions.

It is helpful if both student and mentor understand

and acknowledge how and when anxiety may occur,

and that both learn to recognise any physical or

behavioural manifestations that may accompany the

onset of anxiety, so that it can be managed more

effectively.

Further information about anxiety and AS can be

found on The National Autistic Society website

(www.autism.org.uk).

Supporting students on the autism spectrum

2. Your role as student mentor

It will be reassuring to you as a student mentor

to know that you will in all circumstances be part

of a broader framework of support. What this

support looks like may vary considerably from

one student to the next, and may include formal

and informal elements.

Many students with AS opt to remain in the family

home for the duration of their studies, and so continue

to have access to their established informal support

networks of family and friends.

A range of people will have a dened role in supporting

the student throughout their university career, such as

their academic counsellor, adviser of studies, tutors

and other members of the academic team. The student

will also have access to a range of specialist support

services within the university, such as the Careers

Service, Counselling Service, Student Finance Advisers,

Student Health Service, the Chaplaincy and so on.

Your role as a mentor is not to replace or replicate any

of these existing services and provisions.

In addition to general support, disabled students may

have additional arrangements - and these will likely

extend beyond the provision of a mentor.

The university’s Disability Service will conduct a

needs assessment for students and applicants

who disclose a disability, including students with a

diagnosis of AS. A needs assessment considers the

impact of a disclosed disability on the person’s ability

to follow their chosen course. The assessment may

trigger a broad range of adjustments and support

arrangements to address that impact, including:

recommendations to the student’s academic

department about adjustments that may be made

to teaching or assessment practices which would

lessen or remove the impact of disability on study

providing assistive technology and software, and

the training needed to use it, enabling the student

to remain an independent learner without the need

for further support interventions

providing additional one-to-one support, such as

a note-taker, one-to-one study support or a

student mentor.

A needs assessment may also trigger a referral to

(or acknowledge existing support from) an external

agency. These may include health care providers

or programmes delivered by The National Autistic

Society or other voluntary sector organisations.

What is a student mentor?

Mentors are appointed to assist students with

AS to gain access to their studies, their university

environment and life on campus.

The precise nature of a student mentor’s duties will

vary considerably depending on the needs of the

person they are supporting, but are likely to include

some or all of the following.

To meet the student on a regular basis (usually at

least once a week) and to assist them in reviewing

their progress and planning for the following week.

To provide guidance and encouragement to the

student in the development and use of effective

study skills, including organisation skills, managing

deadlines, breaking down tasks into component

parts and prioritising tasks.

To provide advocacy and liaison support,

where appropriate.

To assist the student in identifying and accessing

university facilities and services (eg Careers

Service, Student Finance, IT Services, Library)

and accompanying them to use these services

where appropriate.

To support the student in accessing leisure

facilities on campus, such as the sports centre,

Student Union and food outlets, as appropriate.

To encourage and support the student in making

the most of the range of services and opportunities

available, and in increasing their confidence

and independence.

As a student mentor, you may also provide guidance

and support in personal development skills such as

communication and emotion management.

It is increasingly common practice to offer a mentor to

most incoming students with AS who have disclosed

potential needs. Some students may only require the

support of their mentor in the early stages of their

course, or in making the initial transition from school

or college to university. Others may nd it helpful

to receive mentor support throughout their degree,

albeit on a less frequent basis as time progresses.

The role of mentor will in many cases be very similar

to that of a study support assistant (ie someone

who teaches effective study skills and strategies to

students with a specic learning difculty). But as

a mentor working with students with AS, you may

need to use different strategies and approaches and

be more proactive and more directive. You may be

expected to undertake additional training and CPD

(continuing professional development).

What skills and background

experience do you need to

be a good student mentor?

Credibility

To be a credible student mentor, you should have

successfully undertaken university level study and you

should be familiar with the student’s own university.

Most mentors will be recent graduates of the university,

or will currently be undertaking postgraduate level

study. Having a good knowledge of the university

(its campus layout, procedures, support services,

key contacts etc) is a required skill for all mentors.

It also helps if you have a good knowledge of the things

which aren’t written down, which you only learn through

the experience of being a student yourself (eg the

quieter areas in the library, where students usually eat

lunch, whether going out partying four nights a week

is the norm etc).

Ideally, mentors will be assigned to students in

the same faculty as them, or the faculty they have

graduated from. On occasions, you may be mentoring

a student who is in the same academic department

as you. This can have its advantages (eg an indepth

knowledge of departmental procedures, how to

approach individual members of staff, where a

particular student common room is located and what

students use it for) and disadvantages (eg a difculty

adhering to the boundaries of your role, an expectation

from the student that you may assist with their

understanding of course content).

Supporting students on the autism spectrum

Good communication skills and an ability

to reect

A good mentor will always have strong communication

skills. It’s not just a matter of having a warm

personality (although that will certainly help); it’s also

about your ability to actively listen, to communicate

clearly (avoiding the abstract and hypothetical) and to

offer advice and guidance in a way that is direct but

not disempowering or patronising to the student.

You’ll also have to be a reective communicator.

It may take a few meetings with a student before you

are both communicating effectively. If one approach

doesn’t work, reect on why that might be, and try

something different next time.

Being able to communicate with clarity is a key

skill. You should also be comfortable with regularly

checking that the other person understands what

you have just said. A useful way of making sure you

are being clear, and ensuring that the student has

understood, is to ask them to reect back to you

what you have discussed and agreed. Another way

would be to offer to write it down, or ask them to

write it down.

Reliability and honesty

In other words: “say what you mean and mean what

you say”. If you agree to meet a student at a certain

time, be there on time. If you say you’re going to

nd something out for a student before your next

meeting, make sure you do. A successful mentoring

relationship requires trust.

As a mentor, you are also responsible for delivering

any support which the university has deemed to be a

requirement in order for the student to participate in

their course

. It is therefore imperative that you deliver

that support to the best of your ability, as set out in

the mentoring agreement. Failure to do so may result

in disadvantage to the student and the university

(as your employer) failing to meet its lawful duty.

Responsibilities, relationships

and boundaries

When a student is assigned a mentor, the mentoring

agreement (see gure 1) will typically describe the

nature of the support required, but also the respective

responsibilities of the mentor and the student.

The Mentoring Agreement helps clarify your respective

roles, but also helps to clarify the nature of your

relationship from the outset. The student knows what to

expect from you and how this might differ from the roles

of other members of staff, and from a friend.

6 The Disability Discrimination Act (DDA) 1995, as amended, offers protection

from discrimination for disabled students. Discrimination may occur through

failure to make a reasonable adjustment, which places that student at a

substantial disadvantage compared with their non-disabled peers.

The provision of a student mentor is a form of support which could be

construed as a ‘reasonable adjustment’.

Figure 1: Sample mentoring agreement

Responsibilities

of student mentor

1. Meet the student at agreed times

and locations.

2. Advise the student by email/text of any

unavoidable changes to arrangements

at least 24 hours in advance.

3. Keep a record of work done and issues

arising, which can be referred to in review

meetings with the Disability Service

4. Communicate with the student in clear and

specic terms, providing written instruction

as a back up where appropriate (eg in tasks

the student may be required to complete in

their own time).

5. Attend regular meetings and training,

as required by the Disability Service.

6. Any other support consistent with the

dened role of student mentor.

Responsibilities

of student

1. Meet your mentor at agreed times

and locations.

2. Advise your mentor by email of any

unavoidable changes to arrangements

at least 24 hours in advance.

3. Attend review meetings with the Disability

Service when requested.

4. Communicate any concerns or difculties

in working with your mentor to your

Disability Adviser.

“There are aspects of the role

where you might feel a bit like

a counsellor. But that’s not

my role. I might ask ‘Why do

you think you find it difficult

to get ideas down on paper?’

and that might elicit a

response which relates to a

personal issue. I’m always

clear about my role though,

and if I had the slightest

concern about any student

I work with, I would discuss it

with someone in the Disability

Service straight away.”

Student mentor

Supporting students on the autism spectrum

The Mentoring Agreement helps clarify your respective

roles, but also helps to clarify the nature of your

relationship from the outset. The student knows what

to expect from you and how this might differ from the

roles of other members of staff, and from a friend.

To be successful, the relationship between a

student and their mentor needs to be one of trust

and mutual respect. Being friendly sits well with the

professionalism required, indeed many of the qualities

of a good mentor would be comparable with the

qualities we would look for in a good friend.

However, it needs to be recognised that becoming

close friends can create problems for either party:

for example, the student must get an appropriate level

of service and may be asked to give critical feedback

to their mentor or the Disability Service. There may

also be circumstances in which the friendship breaks

down, and it is important that the working relationship

is not threatened in the process.

In some cases, the student may become confused

as to what service is being provided as part of the

contracted relationship, and what is being offered

as a part of the friendship.

Part of your assigned role as a student mentor may

be to facilitate the student’s access to recreational

activities and the ‘social’ side of university life.

This might involve accompanying the student to some

Fresher’s Fayre events, making enquiries about clubs

and societies on their behalf or arranging to have

your meetings in a social space, such as a cafe or the

Union bar.

To avoid any misunderstanding or confusion, it will

help to discuss such plans in the context of your

role as mentor, and it may help to agree an ‘exit plan’

in advance.

For example, say you agree to attend the rst meeting

of the Debating Society with the student, so that

they are supported in locating the venue, nding out

what happens and what is expected of members.

You could plan to discuss the experience with the

student afterwards, with a view that once the student

is familiar with what is involved, and has met a couple

of other people in the Debating Society, he or she will

attend the next meeting unaccompanied.

Be aware that without explicit clarication and a mutual

understanding of your role, your presence could act as

a barrier to the student making genuine friends. Mentors

should discuss any emerging or difcult issues with the

student and/or with a Disability Adviser, as they arise.

A Mentoring Agreement helps to clarify

your role and the role of the student.

Supporting students on the autism spectrum

3. Getting started

It is important to establish a relationship with

the student from the start so that they feel

comfortable and condent working with you.

Students who do not feel comfortable in their

relationship with their mentor may be disinclined

to disclose the full extent of their difculties,

thereby making the task of mentoring all the

more difcult.

People with AS nd it difcult to cope with change

and new situations, so it is important to recognise that

your initial meetings could be a cause of some anxiety.

You can help to alleviate this anxiety by explaining

the mentoring process. This may include discussing

what is expected of the student (eg how often they

keep in touch or meet you) and what they can expect

from you as a mentor. You may also nd it benecial

to show the student potential meeting places, agree

on favourites, and to take time to look around these

places to allow the student to feel more familiar with

their surroundings.

“In the first few meetings,

I felt under pressure to start

delivering support with the

student’s studies. In hindsight,

it was more important during

those first few meetings to

concentrate on building a

relationship and establishing

effective communication.”

Student mentor

Learning to communicate

effectively

It is as impossible to generalise about the behaviour

and characteristics of people with AS as it is to

generalise about people who do not have AS. Some

people with AS are extremely chatty and outgoing,

whereas others may be extremely quiet. Students

who are quiet may have low self-esteem, may not be

condent speakers, or may nd it hard to understand

what has been said and have difculty formulating

a response. Students who are extremely chatty may

seem easier to work with. However, a talkative student

may tend to talk about one particular topic they are

interested in, and not listen so attentively to anything

else that is being said to them.

Many people with AS want to be sociable and enjoy

human contact. However, they often nd it hard

to understand non-verbal signals, including facial

expressions. They may have trouble interpreting body

language or identifying how tone and pitch impacts

on what a person says. This can become an issue if it

leads to them misreading communication with others.

Imagine if you found it difcult to understand tone and

body language. You may not realise that someone is

annoyed or bored with you.

Similarly, you may not realise that you are using

an inappropriate tone, volume or facial expression

when having a conversation. As a result, you may

be considered by others to communicate or express

yourself in an unconventional way.

These difculties frequently make it harder for

students with AS to form and maintain social

relationships with their peers.

“I can’t read facial expressions

so I don’t know if people are

kidding me or being serious.”

Adult with Asperger syndrome

“You can misinterpret what

people say and think you’re

being criticised. That’s something

I’ve really had to learn -

that people are trying to help.”

Adult with Asperger syndrome

Social skills are something that people with AS have

to learn, just as another person might learn a new

language. Part of your role as a mentor may be to

offer friendly and straightforward advice on ways

the student can adapt their communication style in

certain situations.

“I find eye contact too intense

and it makes me very anxious,

so I avoid it. People have told

me this makes me look shifty and

untrustworthy. I have learned a

trick to look at the nose instead of

eyes. They don’t know any different

and I don’t get so anxious.”

Student with Asperger syndrome

Often people with AS will take what others have said

literally. Common turns of phrase and metaphors such

as “she bit my head off” may be a cause of some

amusement or alarm. It is therefore best to avoid ornate

or gurative language. Similarly, some students may

struggle to understand sarcasm due to a tendency to

take what is being said at face value, as well as their

difculty in interpreting tone and facial expression.

Increasingly, students who received their diagnosis

of AS at an early age may have had signicant input

from learning support services and other professionals

to help them develop their communication skills.

This early intervention may enable some students

with AS to mask aspects of their communication

difculties. For example, they may present with very

good eye contact and well-polished conversation

skills, but may still feel anxious about unstructured

or unplanned social interaction, or have difculty

interpreting ambiguous language.

“I think some people with AS

have learned responses, such

as nodding, smiling or agreeing

to something which can mask

the reality. It’s a good idea to

check their responses, test their

understanding of what you have

said, or actions that you’ve

agreed. You need confidence to

do this. I think I was concerned

at first that I might seem

Supporting students on the autism spectrum

patronising. But I realise now

the importance of clarifying

and checking.”

Student mentor

For some students, more in–depth work on

communication and social interaction skills will be

useful, particularly where it helps them to feel more

able and condent in dealing with others. These skills

are vital to sustain a successful academic career.

Areas to work on may include:

appropriate conversation topics

forming and maintaining relationships

listening skills

body language

facial expressions

turn-taking in group discussions.

“I find it beneficial with some of

my students to keep an index of

phrases and words that they do

not understand, along with their

definitions. We add to this during

our sessions but the student can

also add to it themselves during

the week and then we can discuss

any new words or phrases at our

next session.”

Student mentor

“Some students like to poke fun

at literal meanings of words and

phrases. They have a heightened

awareness of how these words

can be interpreted. Everyday

words such as ‘right’, ‘cool’, “take

a seat” or ‘two seconds’ can be

met with responses such as ‘left’,

‘I’m quite hot actually’, ‘which

seat?’ or ‘one... two...’. I have

had to be a lot more aware of

things that I say and always

have be thinking in advance.”

Student mentor

Hints and tips for communication

First impressions count, so before making any contact with the student you have been

assigned to mentor, it is worth taking some time to reect on your personal communication

skills and consider what may help you, or stand in your way, when communicating effectively

with a person with AS.

Do not make assumptions - we tend to assume people know certain things. We might see some

things as ‘common sense’. It is best not to make any assumptions about what the student knows

and always provide clear steps or instructions. If in doubt, check that the student is clear about what

has been asked of them.

Try to avoid using sarcasm, irony and metaphors - for example, “It’ll cost you an arm and a leg”

or “I could have died from laughter”.

Avoid using other forms of gurative speech - people with AS may take things literally, so it is best

not to use gurative speech. For example, if you say you will be “back in a minute” the student may

fully expect you to be back in one minute.

Be direct – people with AS usually prefer direct instructions or questions. Asking for something in an

indirect manner usually involves more ambiguous language, which can be misinterpreted by some.

Be precise – when giving instructions or explanations it is best to be precise and say specically what

is required. For example, saying “make three copies of this and give the copies to John, Dave and Erin”

rather than “make sure everyone gets a copy of this”.

Don’t be patronising - people with AS generally have an average or above average IQ.

Check that you have been understood – if you feel that there may be any confusion, always check

that the student has understood a comment or instruction. If arrangements are left vague, don’t be

surprised if things don’t get done.

Write it down - it often helps to back up verbal instructions with written ones. Flow charts, mind maps

or bullet points may be useful, depending on the student’s individual preference.

Follow the six second rule - after asking a question, allow up to six seconds for the student to

respond. Although this seems like a long time, it can take some people with AS this long to process

a question and develop a response. If your question still elicits no response, try to rephrase it.

Supporting students on the autism spectrum

Planning your meetings

Why are we meeting?

If you don’t have a clear purpose for meeting, this is a

fair question for the student to ask - especially as they

already have a busy timetable.

It is therefore helpful to establish a structure and

agenda in advance of your meetings.

Structure

By agreeing and establishing a format or ‘structure’

to your meetings with the student, you will both be

clearer about what to expect, and will probably both

nd that your meetings are more constructive and

provoke less anxiety.

Establishing a structure doesn’t mean you have

to be rigid and inexible. A structure will help to

manage both your expectations about what can

realistically be covered during the available time. It will

also give your meetings a familiarity through routine,

which can be reassuring and helpful to the student.

“One student I was working with

needed to relieve stress at our

meetings, due to having no in-

built ‘off valve’. So I allowed

a fixed amount of time in our

sessions, say the last 20 minutes

of an hour long session, during

which he was permitted to vent

his frustration. I found this

worked well. If I allowed him to

start the session with a rant,

it could be difficult to get him

to stop. I’ve used the same

approach with another student

who liked to talk at length about

Star Wars.”

Student mentor

Agenda

It is always helpful for the mentor and the student

to agree an agenda, or at least the purpose of the

meeting, in advance. If the student is able to identify

which issues you might be able to help them with,

and which of these are priorities, then agreeing an

agenda will be easy. However, many students with

AS will have some difculty with this, and you may

nd that you have to encourage and support the

student in this process.

“When you’re delivering study

support, it is ideal if students

turn up with a number of

concerns or priorities they would

like to address. But I’ve found

that students with AS can have

difficulty reflecting and realising

priorities when it comes to their

studies, and I might need to help

them to achieve this.”

Student mentor

Agreeing a list of potential extra topics to work on

can help to make sure that your meetings remain

productive and worthwhile for the student. This

might include support with nding holiday-time

employment, independent living skills and planning

for leaving home, as well as looking into student clubs

and societies, etc. Try to avoid putting exact dates

on when these additional topics will be covered, as

the schedule may have to change due to other more

urgent issues arising in the mean time.

Where should we meet?

If you fail to identify a suitable venue in advance of

your meeting, this can have a disruptive effect on your

ability to deliver support.

“We wasted lots of time during

the initial sessions simply trying

to find a suitable space to talk.

You can’t predict in advance

whether the library or chaplaincy

or computer labs will be busy

or quiet. Also, the student I

was working with had a number

of sensory issues. He was really

easily distracted and didn’t like

bright lighting.”

Student mentor

You should take account of a range of factors when

choosing a location to meet.

What is the agreed purpose of your meeting?

If you’re having an informal catch-up on how the

week has gone, or to discuss how the student

is settling into campus life, it might be best to

choose a quiet area in a ‘social space’, such as a

café or a student common room. If you’re meeting

to do focussed work on strategies for managing

deadlines, you’ll probably want a quiet area with

fewer distractions, such as a private room or one

of the individual study spaces in the library.

Which locations is the student familiar with?

Make sure that the student knows and is familiar

with any venue you suggest. If not, your meeting

may prove counter-productive, causing the student

unnecessary anxiety.

Does the student have any sensory sensitivities?

If you know that the student has a particular

sensory sensitivity, you should consider the impact

of background noise, strong lighting, cooking

smells etc. when suggesting a venue.

What facilities may the student need?

For example, if you’re going to be helping the

student draw up a plan for the following week,

and will need the student to access their electronic

diary, you will probably want to meet in an area

which has wireless broadband.

Supporting students on the autism spectrum

“I can’t concentrate in the

library, as there’s so much

background noise. I can’t filter

out sounds like other people seem

able to. It’s really distracting

when I’m trying to listen to

someone speaking and there’s

background noise like traffic

or other people talking.”

Student with Asperger syndrome

Some students will have a preference for meeting in the

same place every week. For others, it might be helpful to

suggest a change of venue from time to time.

When should we meet?

The Mentoring Agreement will always include

guidance on the frequency of your meetings.

During transitions, it is possible that you will need to

meet on a daily basis. Once patterns and routines

have been established, weekly or twice weekly

meetings might be more effective. As with all forms

of study support, there is a general expectation that

the amount of support a student requires from their

mentor will decrease over time as they become more

independent and condent.

When you agree a suitable time to meet, you should

also take account of:

the student’s timetable and other fixed

commitments. If your meetings are going to

be taken up with focussed work on study skills,

then it’s probably not sensible to plan these

meetings for 4-5pm in the afternoon, after a full day

of lectures.

potential restrictions related directly or indirectly to

the impact of the student’s disability. For example,

inflexible transport arrangements (some students with

AS may have difficulty using busy public transport at

peak times due to anxiety), commitments to external

support services, increased difficulties at particular

times of day due to disturbed sleep patterns etc.

the need for any student to have sufficient

rest breaks and time set aside for lunch in

their timetable.

When deciding on a time and place to meet, it will be

easier to give consideration to all these factors if you

look over the student’s timetable together.

“Because the student I was

working with was unable to use

public transport at peak times,

we were really restricted about

when we could meet. He was

in the science faculty and so

already had a full timetable.

I actually wondered if it was an

added pressure to the student,

trying to fit support sessions into

an already busy timetable.”

Student mentor

It’s a good idea to agree whether or not the student

wants to receive reminders about your agreed

meetings, and if so, how they would like to receive

this. Some students may benet from a prompt,

such as a reminder text at the start of the day you

are due to meet, or an email delivered the day

before. If the student has a particular difculty with

organisation, and is prone to missing meetings,

then exploring strategies for managing this difculty

independently is probably a better idea. This might

mean using the reminder or alarm function on their

mobile phone or PDA.

Managing your meetings effectively

Once you have decided on the format of your

meetings, and where and when you will meet,

it’s prudent to employ some strategies to keep

things on track. This might involve employing

particular communication techniques, reviewing

the arrangements if problems arise and recording

outcomes from your meetings, which you can both

learn from.

Strategies that may be suitable include:

using visual or written timetables to help

plan and organise daily tasks if necessary

(see ‘Useful resources’)

using logical and visual problem-solving

approaches to help the student make well-

considered decisions (see ‘Useful resources’)

looking out for signs of stress and hidden difficulties

– each person will be different but it is important to

recognise when the student is anxious or worried

about something

agreeing what will happen next at the end of any

meeting. Agree your next meeting date and record

any agreed interim action points, timetabling

these if appropriate. For some students, it may

be helpful to email a brief summary of the topics

you discussed and the action points you agreed,

following your meeting.

“I always get the students

I am working with to write

down anything they agree

to do, any plan, agreed action,

or the date of the next meeting.

Sometimes I have to provide

direction, insisting that they

get their to-do list, diary,

mobile phone or laptop out

and write it down straight

away. If they’ve forgotten

their diary, I would usually

give them a sheet of paper and

ask them to write it on that.”

Student mentor

Supporting students on the autism spectrum

4. Supporting a student with Asperger syndrome to…

...manage time

Time management can be an issue for some

people with AS; for example, they may turn up to

appointments extremely early or extremely late.

The student you are working with may need extra

support and advice in managing their time, as

well as encouragement to be punctual.

An alarm clock, mobile phone or PDA may help and

remind students with AS when they need to attend

meetings or classes. It may also be useful to go over

the reasons why it is important to be on time for

appointments and classes, as students may not fully

understand this. You could also talk through a ‘time

plan’ with them which focuses on how long it takes

to get ready when they get up (eg getting dressed,

shower, have breakfast etc) and how long their

journey to university takes. In this way, the student

can understand how much time they need to give

themselves to get to class or other appointments.

“The student I work with is really

disorganised. He often forgets

to bring the things he needs for

university or misses appointments

with tutors. We looked at ways

of addressing this, and have

started using post-it notes as

reminders. It is really simple but

very effective. He leaves these in

places he will see, such as on the

front of his work folders, on his

computer screen or on his bedroom

door. It has really helped him to

remember important things he

needs to do, or things he needs to

bring with him.”

Student mentor

It is usually helpful to give students with AS a timeframe

for completing a task. Without a specic timeframe they

may spend too long on one thing. However, students

with AS may also take deadlines so seriously that

they become anxious if they are unable to complete

tasks within the given time. You should encourage the

student to let you know if they are struggling to meet a

deadline. Always review deadlines with the student to

check their progress and make sure the time scale is

still realistic.

See ‘Useful resources’ for daily and weekly planner

templates.

...build condence

and self-esteem

People with AS are particularly vulnerable to mental

health difculties like depression, especially in late

adolescence and early adult life. This is often because

they may feel isolated from their peer group due

to poor communication and social skills. Everyday

interactions and the daily challenge of trying to make

sense of the world may be extremely stressful.

Recent research suggests that approximately

1 in 15 people with Asperger syndrome experience

depression at some point in their life

Another factor which can affect self-esteem and

condence for some people with AS is a constant

striving for perfection. A student with AS may have

been a high academic achiever at school, and may

have difculty managing their expectations of their

university career. Some people with AS nd it difcult

to understand that it is natural to make mistakes,

so they get stressed and upset if they happen to

make one. People with AS can also nd it difcult

to accept criticism.

“Some of the students I have

worked with have linked their

self-esteem very closely to

their academic achievement

and have had very high

expectations, due to being high

achievers at school. It can be

difficult to make that jump

from being top of the class at

school to becoming average in

your peer group at university.”

Student mentor

7 Tantam D. (1991). Asperger syndrome in adulthood. In U. Frith (ed.)

Autism and Asperger Syndrome, pp. 147-183. Cambridge:

Cambridge University Press.

In these instances it is important to explain to the

student that mistakes are natural and that it is not a

catastrophe or the worst case scenario. If you need to

give feedback to the student, use constructive criticism.

Try to focus on the positives and be selective about how

you phrase your comments. For example, rather than

saying “that’s not the way you do that, you’re doing it

wrong” you could say “you’re doing really well so far and

I’m impressed with your progress. This new technique

may help you to do even better”.

High levels of anxiety can also contribute to low

condence and lack of self-esteem. For many people

with AS, coping with change and managing social

interaction are major causes of anxiety - but there are

many other things which can cause anxiety as well.

If anxiety levels are not managed, they can affect a

person’s ability to cope with everyday situations and

may ultimately lead to emotional meltdown.

Building condence is an important part of helping

people with AS to succeed in their studies. To help the

student deal with negative feelings, you may want them

to keep a list of positive things in their lives to look

at when they are feeling down. Encouraging them to

focus on all the positive aspects of their personality and

abilities may also help. You can add to this list yourself

or suggest things that they may not realise or believe;

for instance, “I think you have a great sense of humour

and you always manage to make me laugh”. In some

cases, counselling may be more appropriate, although

it is recommended that you discuss any concerns with

a Disability Adviser in the rst instance.

Supporting students on the autism spectrum

...deal with change

Dealing with change is one of the biggest problem

areas for people with AS. Change can be nerve-

wracking and frightening for most people.

Think about when you started university - how did

you feel? Perhaps you were nervous about meeting

new classmates, worried you wouldn’t t in or that

you wouldn’t be able to pick up the course work

quickly enough? It can also be quite overwhelming

trying to learn new procedures and remember names.

By the end of each day you may feel completely

exhausted and irritable. However, most people can

predict these types of scenarios and work through

responses and solutions in their heads.

People with AS may not have these forward-thinking

and planning skills. As they are unable to predict what

will happen, the nervous and anxious feelings they

have will be exacerbated. It’s like going abroad but not

knowing where you are going, how to get there, what

you will be doing when you arrive and being unable to

speak the new language.

“Dealing with the change in moving

from school to university was

the most difficult thing for the

student I mentor. It was a really

tough thing for him to realise

that, whilst he could manage the

academic work, he just wasn’t

coping with all the other changes.”

Student mentor

Unexpected changes can be particularly stressful

for people with AS. They may be unable to gure

out what will happen next, what is expected of

them and how they should react. This can lead to

severe distress which in turn may lead to an extreme

behavioural reaction.

The student you are mentoring may benet from

talking through different scenarios and possible

outcomes and what to do in situations which are

unpredictable. They should be encouraged to ask

you, or an appropriate member of staff, if they are

unsure or anxious about how to handle a situation.

Timetables and calendars will help them to know what

will happen next and where they are expected to be.

A student diary or a written list of instructions may

also be useful. If the student uses a laptop, then

calendar software (eg the calendar in Microsoft

Outlook) can be a highly effective planning tool.

You should help and encourage the student to examine

their worries and talk them through. This includes

looking at specic problems which affect them and

how these can be overcome. You may also want to go

over stress management and breathing techniques,

visualisation or muscle relaxation. Many of these

techniques are available online or you can contact

The National Autistic Society for advice on using these

(see ‘Useful resources’).

Finally, help the student to keep things in perspective

and see the positive aspects of change. Reinforce the

point that the student can ask other people for advice if

they are unsure of what is expected of them or how to

react in a particular situation. It may also be benecial

to give the student a list of key contacts with an outline

of their roles and responsibilities, if they don’t already

have this.

...consider issues around

disclosure and condentiality

When a mentor is matched to a student, a certain

amount of information regarding the nature and

impact of the student’s unseen disability is usually

communicated by the Disability Service. This

information is on a ‘need to know’ basis, and will have

relevance to the way that you offer support, and the

particular study-related issues that you prioritise in

your meetings with the student.

Students with AS have a legal entitlement to a degree

of condentiality. This means that you should regard

any information that you are given (directly or via the

Disability Service) about the student in the course

of your employment as sensitive personal data, and

should not share this with your friends or any third

party, including lecturers or the student’s parents,

without the student’s consent. It is crucial to establish

boundaries and guidelines about this with the student.

For example, you should make them aware that in

some instances they may disclose information to you

that you will have to pass on to relevant third parties,

such as your manager.

It is up to each individual student whether they

wish to disclose an unseen disability, such as AS,

and to whom.

“I need my lecturers and tutors to

know that I need extra time in

my exams, and that I need copies

of their notes, but I don’t want

everyone to know that I have

Asperger syndrome. People can

react differently to you if they

know that. What I need isn’t

that different to what students

with dyslexia need. They don’t

need to know that I have AS.”

Student with Asperger syndrome

“I can sometimes find it a bit

difficult keeping up with the

pace of the work in class, as I

get a bit distracted and waste

time on tasks. It helps to have

the lecturer know about this,

so that I can be told when to

move on to the next question or

the next step in the experiment.”

Student with Asperger syndrome

Supporting students on the autism spectrum

The Disability Service will typically communicate

information about a disabled student’s academic

needs to their academic departments. This record

may specically state that the student has AS, or it

may simply relate the possible impacts of a disclosed

disability on study.

So, there are potentially both positive and negative

aspects to disclosure. If a student you are working

with is considering disclosure (eg to their lecturers,

atmates, classmates or employer), it may be

worthwhile exploring these pros and cons with them.

...make decisions or move on

Helping a student to tackle their own procrastination

and get things done has, on occasions, been one of

the biggest challenges for mentors. Simply creating

an action point and getting the student to put a

particular study task in their diary may not be enough.

Their inability to complete a task may be due to an

underlying reason, which may not be immediately

apparent and which the student may or may not be

able to articulate.

“The biggest problem I have is a

total lack of confidence. Call it

depression... I can’t make decisions

about what I am going to do.

When I do make a decision I

find it difficult to know where

to start.”

Adult with Asperger syndrome

Some common reasons why students nd it hard to

get something done include:

a lack of interest or connection with the material

or topic. It may be that the subject material falls

outside the student’s special interests. Students

with AS will generally find it difficult to motivate

themselves to focus on a study task if they are not

interested in the subject.

a lack of confidence, or a difficulty in interpreting

either the material or the task they are being asked

to complete. It may be that the manner in which the

material has been presented or the class has been

delivered has been off-putting or difficult to follow.

a failure to see the point or purpose of the exercise.

Students will at times be required to complete tasks

of which the purpose and value may not always be

immediately apparent. However, failure to complete

the task may lead to a loss of marks or credit for

that class.

Get to the root cause of the problem and you will be

able to work with the student to identify a strategy for

completing the task.

Supporting students on the autism spectrum

5. Useful resources

Mind maps or spider diagrams

Mind maps, or spider diagrams, can be drawn by

hand or by using a software package. Tony Buzan

has popularised the use of mind mapping as a

planning strategy, and has published a range of

books on the subject, which are readily available

in most libraries (see ‘Further reading’).

“When I’m working through a

problem or issue with a student,

I think it helps to see what it

might look like. I might draw

a tree to explore options, along

the lines of “What will happen

if...”. I would use this to explore

possible outcomes, and to help

with decision making. I might use

a similar approach to address

a problem like “Why can’t you

do group work?” - maybe using

a mind map. Again, this helps

draw out the issues, break down

thoughts and identify any

barriers and solutions.”

A student mentor

Popular mind-mapping software packages

include:

Mind Genius Education

Download a fully-functional 30-day free trial

at www.mindgenius.com

Freemind

Download an open source (non-commercial,

entirely free) alternative software package at

www.rsc-ne-scotland.ac.uk/eduapps

Condence rating scales

Condence rating scales (see gure 2) help a student to

identify priorities and manage their workload accordingly.

“I’ve found using rating scales

a helpful way of assessing

confidence levels. Other than

using a simple 1 to 10 scale to ask

the student how confident they

feel, I might, when helping the

student prioritise their revision,

ask them: ‘If you were to sit this

exam tomorrow, what percentage

would you expect to get’. The

exams where the student might

expect to get twenty or thirty per

cent are probably going to be the

subjects to prioritise.”

Student mentor

Prompts and reminders

Every student will, as a minimum, require a personalised

timetable and the use of a diary or calendar to know

when their deadlines are and keep track of where they

need to be.

Students with AS may also need ‘prompts’ or

reminders, which could include:

post-it notes placed strategically around the

student’s home or study bedroom, to offer a visual

reminder of something that needs to be done

an alarm function on a mobile phone or PDA,

providing both a visual and auditory reminder of a

scheduled event or change of activity (this is useful

if the student is prone to becoming very engrossed

in a single activity)

post-dated emails or an electronic calendar,

such as in Microsoft Outlook (this is particularly

useful for longer-term planning).

Figure 2: Condence rating scale

Schedules and action planning

It’s not enough to know when your deadlines are.

You also need to know when to start a task, in order

to meet that deadline. Students with AS often have

difculty knowing how long a particular task may take,

so it can be useful on the rst assignment to help them

to break down that task into its component parts, with a

view to establishing ‘mini-

deadlines’ for each.

The daily and weekly planner templates on pages 32-33

were produced by Dr Christine Sinclair of the University

of Strathclyde and can be used to help students when

writing assignments and managing time.

Rate your level of condence in each of the following topics, with ‘10’ meaning you are very

condent and ‘1’ meaning you are not at all condent.

Topic/issue Condence rating

1 2 3 4 5 6 7 8 9 10

Supporting students on the autism spectrum

Before 8am

8-9am

9-10am

10-11am

11am-12pm

12-1pm

1-2pm

2-3pm

3-4pm

4-5pm

5-6pm

After 6pm

Day Planner

Date

NB: Allocate some time for relaxation

Main Tasks

To do if there’s time

Notes

Week Planner For week beginning

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Before 8am

8-9am

9-10am

10-11am

11am-12pm

12-1pm

1-2pm

2-3pm

3-4pm

4-5pm

5-6pm

After 6pm

Supporting students on the autism spectrum

6. Further reading

General books on autism

Atwood, T. (2007). The Complete Guide to Asperger’s Syndrome. London: Jessica Kingsley Publishers

Haddon, M. (2004). The Curious Incident of the Dog in the Night-Time. London: Vintage

Understanding and supporting students on the autism spectrum

Harpur, J., Lawlor, M. and Fitzgerald, M. (2004).

Succeeding in College with Asperger Syndrome: A Student Guide. London: Jessica Kingsley Publishers

Prince-Hughes, D. (ed.) (2002). Aquamarine blue 5: Personal stories of college students with autism.

Ohio: Ohio University Press

General study skills resources

Buzan, T. (2006). The Buzan Study Skills Handbook: The Shortcut to Success in your Studies with Mind Mapping,

Speed Reading and Winning Memory Techniques. London: BBC Active

Cottrell, S. (2003). The Study Skills Handbook, 2nd Revised Edition. London: Palgrave Macmillan

Websites

The National Autistic Society

www.autism.org.uk

7. Glossary of terms

Aspie

An informal term used by some people with Asperger

syndrome to refer to themselves.

Asperger syndrome (AS)

An autism spectrum disorder named after the Austrian

Paediatrician Hans Asperger, who rst described

the combination of characteristics which were later

standardised as diagnostic criteria.

Autism

A developmental disorder affecting social interaction,

communication and imagination.

Autism Spectrum Disorder (ASD)

A term used to describe any diagnosis on the autism

spectrum, including Asperger syndrome.

Central coherence

An ability to understand context and ‘see the

big picture’.

Executive function

The ability to plan, organise, think exibly and

in the abstract, and take appropriate action.

Mentoring agreement

A written agreement, usually prepared by a Disability

Adviser, which describes the support which the mentor

will provide to the specic student, and their respective

responsibilities within the mentoring relationship

Needs assessment

An assessment of a disabled student’s learning needs,

usually conducted by the Disability Service within

the student’s own university. A needs assessment

may identify a need for appropriate study aids and

strategies and adjustments to teaching practice and

course assessment methods.

Neurotypical (NT)

A term to describe people who are not on the

autism spectrum.

Restricted interest

A narrow, specic interest or ‘hobby’, the pursuit

of which is a frequent characteristic of people on

the autism spectrum.

Sensory sensitivity

Many people on the autism spectrum report over-

or under-sensitivity to sensory stimuli. This is thought

to result from a dysfunction in integrating sensory

information.

Theory of mind

The ability to understand other people’s minds

(ie their beliefs, intentions, wishes and knowledge)

and the fact that they might differ from your own.

Supporting students on the autism spectrum

Notes

Supporting students on the autism spectrum

student mentor guidelines

The National Autistic Society

393 City Road

London EC1V 1NG

Switchboard: 020 7833 2299

Autism Helpline: 0845 070 4004

Minicom: 0845 070 4003

Fax: 020 7833 9666

Website: www.autism.org.uk

Email: [email protected]g.uk

NAS Scotland

Central Chambers

1st Floor

109 Hope Street

Glasgow G2 6LL

Tel: 0141 221 8090

Fax: 0141 221 8118

Email: [email protected]g.uk

NAS Cymru

6/7 Village Way

Greenmeadow Springs Business Park

Tongwynlais

Cardiff CF15 7NE

Tel: 029 2062 9312

Fax: 029 2062 9317

Email: [email protected]g.uk

NAS Northern Ireland

59 Malone Road

Belfast BT9 6SA

Tel: 028 9068 7066

Fax: 028 9068 8518

Email: [email protected]g.uk

www.autism.org.uk

The National Autistic Society is a company limited

by guarantee registered in England (No.1205298)

and a charity registered in England and Wales

(269425) and in Scotland (SC039427),

registered office 393 City Road, London, EC1V 1NG.

NAS 928

The National Autistic Society is the UK’s

leading charity for people affected by autism.

Over 500,000 people in the UK have autism. Together

with their families they make up over two million people

whose lives are touched by autism every single day.

Despite this, autism is still relatively unknown

and misunderstood. Which means that many of these

two million people get nothing like the level of help,

support and understanding they need.

Together, we are going to change this.