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ASPERGER’S SYNDROME/
HIGH
FUNCTIONING AUTISM
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 area
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. 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.
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 of nonverbal behaviors to regulate social interaction
(such as gestures and facial expression)
- Failure
to develop peer relationships
- Lack
of social or emotional reciprocity
LANGUAGE
- Peculiar
voice quality and speech patterns
- Impaired
comprehension, including mis-interpretation of implied
meanings and figurative speech
BEHAVIOR
- Preoccupation
with one or more restricted pattern(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 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 tends to be naive
and peculiar. Many of these individuals expect all
people to be good, and it is a rude awakening for
them to learn that some people may try to exploit
them. 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 “to” people, disregarding the listener’s
interest. They may talk too loud, stand too close
and maintain poor eye contact.
The individual
with Asperger’s usually does not accurately
convey the intensity of his or her 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,
his or her unusual manner may rebuff others, leaving
the person with Asperger’s feeling misunderstood
and isolated. Clinical depression and social anxiety
are not uncommon because of these problems with social
interaction.
- Academic
ability follows the same range as seen in the general
student population, however the following are some
issues that may arise within the academic setting:
An uneven profile of skills, attention deficits
and cognitive disorganization
- Language
comprehension tends to be concrete, with increasing
problems often arising as language becomes more
abstract in the post-secondary setting
- Difficulty
asking for clarification when concepts are not understood
- Obsessive
compulsive tendencies which may prevent timely completion
of tasks
- The
student may be easily overwhelmed
SUGGESTIONS
FOR FACULTY
- rovide
a detailed course syllabus and adhere to it as closely
as possible
- Use
visual supports–graphs, charts, lists, pictures–to
enhance your lectures
- Arrange
seating away from windows or other sources of distraction
- Be
very concise and direct in your instructions
- Encourage
the student to ask for clarification–rephrase
instructions as needed
- When
asking questions in class, allow extra “wait
time” before expecting a response from the
student
- Provide
specific, concrete feedback
- If
there are areas of concern, consult with OSD or
the FAU Center for Autism and Related Disabilities
(CARD) regarding strategies for dealing with these
issues. CARD’s website is www.fau.edu/card/.
DOCUMENTATION
To be eligible
for services at Florida Atlantic University, a student
must provide appropriate documentation of Asperger’s
Syndrome/ Autism to the Office for Students with Disabilities
(OSD). The documentation must
be in the form of a written report based on an evaluation
performed by a licensed psychologist. The report should
include, at a minimum, tests of aptitude and academic
achievement. Information processing and behavioral
issues should be addressed. A clinical interview should
be included as well as an integrated summary addressing:
- Substantial
limitations to major life activities posed by the
diagnosis
- The
extent to which these limitations impact the academic
context for which accommodations are being requested
- Suggestions
for appropriate accommodations supported by test
results
The evaluation
must be based upon testing instruments normed for
adults or have been completed within the last three
years.
GENERAL
ACCOMMODATIONS
After the
student has submitted documentation of a disability
and an Application for Support Services to the Office
for Students with Disabilities, an OSD counselor will
review this information and then contact the student
for a meeting. At the meeting, 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 ( i.e., extended time to take exams,
use of computer, distraction reduced setting, alternate
formats)
Note: Professors
will be notified of the accommodations a student is
eligible for in a Letter of Notification from the
OSD. If the student is not registered with the OSD,
please refer him or her to the office.
Rev
07/06
Accommodating Students with Asperger’s Syndrome/High
Functioning Autism
at
Florida Atlantic University
An
Informational Brochure
from the
Office for Students with Disabilities
Boca/Port
St. Lucie:
777 Glades Road, SU Room 133
Boca Raton, FL 33431
Phone (561) 297-3880 Fax (561) 297-2184
TTY (561) 297-0358
Broward
Campuses:
2912 College Avenue, MD I Room 104
Davie, FL 33314
Phone (954) 236-1222 Fax (954) 236-1123
TTY (954) 236-1146
Jupiter
Campus (Office of Diversity Services):
5353 Parkside Drive, SR Room 117
Jupiter, FL 33458
Phone (561) 799-8585 Fax (561) 799-8721
TTY (561) 799-8565
Website
address: www.osd.fau.edu
Alternate
format available upon request
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