Accommodating
Students with
Asperger's Syndrome/
High Functioning Autism

at Florida Atlantic University

An Informational Brochure from the
Office for Students with Disabilities
Division of Student Affairs

Autism is a developmental disorder that typically appears during the first three years of life. It interferes with the normal development of the brain in the areas of reasoning, social interaction, and communication skills. Autism is referred to as a “spectrum disorder,” meaning that the symptoms and characteristics can present themselves in a wide variety of combinations, from mild to severe. People with autism experience tremendous difficulty interacting appropriately with their environment.

On college campuses today, we are seeing a number of students who are diagnosed along the high end of the autism spectrum with diagnoses of Asperger’s Syndrome or High Functioning Autism (HFA). They can generally be distinguished from people with other forms of autism by two areas of relative strength: more normal language function and higher cognitive abilities. However, these individuals may be affected in their ability to understand and respond to the thoughts and feelings of others. They may also be prone to react strongly to loud noises, blinking lights, large crowds, etc., as assaults on their senses (sensory overload).

Although it is not known what causes this syndrome, current research links it to biological or neurological differences in the brain. There appears to be a genetic basis for this disorder, and it is more prevalent in males.

SYMPTOMS OF ASPERGER’S SYNDROME/
HIGH FUNCTIONING AUTISM

SOCIAL

• Impaired use and understanding of nonverbal cues such as gesture and facial expression to regulate and understand social interaction
• Failure to develop peer relationships
• Lack of social or emotional reciprocity

LANGUAGE

• Peculiar voice quality and speech patterns
• Impaired comprehension, including misinterpretation of implied meanings and figurative speech

BEHAVIOR

• Preoccupation with one or more restricted patterns(s) of interest
• Inflexible adherence to specific non-functional routines or rituals
• Stereotyped or repetitive motor mannerisms
• Prone to sensory overload

No two students with Asperger’s/HFA are alike in terms of how they are affected. However, here are some examples of what may be seen. The social behavior of persons with Asperger’s/HFA tends to be naïve and peculiar. They may not understand jokes, irony, and metaphors. Because of an intense interest in one or two topics, these individuals may talk “at” rather than “with” people, disregarding the listener’s interest. They may talk too loud, stand too close, and maintain poor eye contact.

The individual with Asperger’s/HFA usually does not accurately convey the intensity of her or his emotions until they are full blown, such that the reaction may appear to be far more intense than the situation warrants. Although the individual may crave social interaction, her or his unusual manner may rebuff others, leaving the person with Asperger’s/HFA feeling misunderstood and isolated. Clinical depression and social anxiety are not uncommon because of these problems with social interaction.

WAYS ASPERGER’S / HFA MIGHT AFFECT A STUDENT’S EDUCATION

• Passionate about areas of special interest
• Uneven profile of skills, attention deficits, and cognitive disorganization
• Language comprehension tends to be concrete; interprets meanings literally
• Difficulty reading social cues
• Speaking out inappropriately in class
• Difficulty asking for clarification when concepts are not understood
• Obsessive compulsive tendencies which may prevent timely completion of tasks
• Difficulty establishing and/or maintaining appropriate relationships with faculty, staff, and peers
• Easily overwhelmed

SUGGESTIONS FOR FACULTY

• Provide a detailed course syllabus with clear explanation of course expectations and adhere to it as closely as possible.
• Use visual supports (e.g., graphs, charts, lists, pictures), concrete examples, and/or hands-on material to illustrate concepts.
• Give instructions in both verbal and written form. Rephrase instructions as needed.
• When asking questions in class, allow extra “wait time” before expecting a response from the student.
• Provide a review session and study questions before an exam which illustrate both the content and format of the exam.
• Provide specific, concrete feedback regarding both academic and behavioral issues.
• Take into consideration that you may not know a student’s thoughts, feelings, and reasons for a behavior.
• If certain behaviors (e.g., perseveration on a discussion topic or calling out answers) are problematic, it may be helpful to consult with the OSD regarding ways to alleviate these concerns.

DOCUMENTATION

To be eligible for services at Florida Atlantic University, a student must provide appropriate documentation of Asperger’s or Autism to the Office for Students with Disabilities (OSD). The documentation must be in the form of a psycho-educational evaluation conducted by a licensed psychologist. The evaluation must include, at a minimum, tests of aptitude and academic achievement. Information processing, behavioral, social, and communication issues must be addressed. An integrated summary must be provided which includes diagnosis, clinical interview, and complete test score report. The documentation must include anticipated effects of the student’s functional limitations within the academic setting as well as suggestions for accommodating the student.

The evaluation must be based upon testing instruments normed for adults, preferably completed within the last three years; however, the OSD reserves the right to make modifications to this time frame.

For general documentation guidelines, please refer to the OSD Documentation Guidelines brochure.

GENERAL ACCOMMODATIONS

After a student has submitted appropriate documentation of a disability and an Application for Support Services to the OSD, an OSD counselor will review this information and then contact the student for an intake interview. At the intake, accommodations are determined. The student, depending on documentation of the disability, may be eligible for one or more of the following accommodations:

• Advocacy
• Professor notification
• Notetaking assistance
• Audio recording of classes
• Additional time to complete certain assignments
• Computer use for essay exams and in-class writing assignments
• Exam adaptations (e.g., extended time to take exams, distraction-reduced setting, use of computer)
• Time management, study skills, and social skills training

These accommodations are necessary for ensuring complete access to, and full participation in, the educational process. Academic standards are not to be lowered, nor should there be an alteration in the essential nature of the course or degree requirements.

If there are areas of concern, consult with the OSD or the FAU Center for Autism and Related Disabilities (CARD) regarding strategies for dealing with these issues. CARD’s website is www.coe.fau.edu/card.

Note: Professors will be notified of the student’s approved accommodations in an OSD Letter of Notification presented by the student. If the student is not registered with the OSD, please refer her or him to the office.

Boca Raton Campus:
777 Glades Road, SU Room 133
Boca Raton, FL 33431
tel: 561.297.3880     fax: 561.297.2184
tty: 561.297.0358

Broward Campuses:
2912 College Avenue, LA Room 240
Davie, FL 33314
tel: 954.236.1222      fax: 954.236.1123

Jupiter Campus:
(Diversity Student Services)
5353 Parkside Drive, SR Room 117
Jupiter, FL 33458
tel: 561.799.8585     fax: 561.799.8721
tty: 561.799.8565

Treasure Coast Campus:
500 NW California Blvd., JU Room 312
Port St. Lucie, FL 34986
tel: 772.873.3441     fax: 772.873.3444

Website address: http://osd.fau.edu

Alternate format available upon request

Rev 07/09