Consider alternative assignments to oral presentations.
#ACCOMMODATIONS FOR STUDENTS WITH AUTISM PROFESSIONAL#
Do not banter or make sarcastic jokes, as they will likely be taken literally.Įxperience marked impairment in multiple nonverbal behaviours (e.g., visual contact, facial expression, body position, and gestures intended to initiate or adjust interaction).Įnsure that marking rubrics for oral presentations do not include expectation of eye contact, professional body language, poise, etc. Provide extremely clear, written instructions. Difficulty understanding metaphors and words with double meanings. Have difficulty understanding abstract concepts, jokes, sarcasm, nonverbal language or expressions. Use language in a stereotyped and repetitive manner. Highly structure small group interactions, any “getting to know you” exercises, etc. Have difficulty making friends lack a spontaneous desire to share enjoyment, interests, or achievements with others. Limit or eliminate group work and/or oral presentations. Have marked impairment in the ability to initiate or sustain a conversation. Common Characteristics of a Student with Autism Spectrum DisorderĬommonly Suggested Accommodations/Classroom Adaptations Other accommodations may be implemented based on the individual needs of each student as recommended by your campus Disability Services Office or other professionals. The following accommodations and classroom adaptations are a list of suggested accommodations, but are not comprehensive or exhaustive, nor will all accommodations listed be necessary in all cases. Instructors should be cautious when requiring group work, as a student who has ASD may have great difficulty participating in such activities. People with ASD often have difficulty reading social cues, understanding sarcasm, or negotiating differences of perspective. Interpersonal relations are often an area of marked impairment for people who have ASD. Van Hees, Moyson, and Roeyers (2014) observed that socialization presents immense challenges for people with ASD. Research by Fleischer (2012) suggests that instructors should be as clear as possible when communicating expectations, and should try to stick to the syllabus and to other agreed-upon arrangements as much as possible so as to lessen chances of students becoming upset and overwhelmed. People who have these conditions have a strong need for predictability, marked by rigidity in thought, speech, and behaviour, and may become totally overwhelmed and respond angrily if expectations are changed or if assignments are altered. People with ASD often face great challenges in a postsecondary educational environment.
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