A Broadening Participation in Computing Alliance - Autism Spectrum

What you should know about Your Students with Disabilities

FeedsImporter — Wed, 26 Feb 2025 00:55:01 +0000

What you should know about Your Students with Disabilities

Students share information about what the wish their faculty knew about students with disabilities.

What are language preferences regarding autism?

FeedsImporter — Wed, 14 Dec 2022 00:15:02 +0000

There is ongoing debate surrounding the best language to use when referring to individuals on the autism spectrum. Some prefer “a person who is autistic” or “a person who is on the autism spectrum” (e.g., person-first language), while some prefer “an autistic person” (e.g., identity-first language).

In a study of 728 autism stakeholders, researchers sought to examine whether the term “autistic” or the phrase “person with autism” holds favor in the United States. In the study, researchers surveyed 299 adults with autism, 81 parents of those on the spectrum, 44 family members or friends, 207 autism professionals, and 97 people with no ties to the autism community. 87% of adults with an autism diagnosis-preferred identity-first language such as “I am autistic” to describe themselves. A majority of parents liked identity-first language best. But the trend flipped for the autism professionals and the friends and family members surveyed. People in these groups were more likely to prefer person-first terms, and those with no affiliation to the autism community were pretty evenly split on whether to use person-first or identity-first language.

Medical and academic professionals often use terms found in the 5^th version of the American Psychological Association’s Diagnostic and Statistical Manual of Mental Disorders, commonly referred to as the DSM-V. The term in the manual is “autism spectrum disorder.” Some individuals would like the word “disorder” replaced with a neutral word. Note that the term “Asperger’s syndrome” was removed from the DSM-V in May 2013; it has been replaced by “autistic spectrum disorder level I.”

Although there is no consensus about preferred language, when interacting with an individual person on the autism spectrum, ask that person which wording they prefer.

For more information, visit Can students with autism be successful in college?, What do “neurodiverse” and “ neurodivergent” mean?, and What are typical challenges and accommodations for students with autism spectrum disorder?

Invisible Disabilities and Postsecondary Education

FeedsImporter — Tue, 24 Sep 2019 04:16:34 +0000

Invisible Disabilities Postsecondary Education (PDF-302KB)

Accommodations and universal design

Many students on postsecondary campuses have disabilities that are not easily noticed. This situation can lead to misunderstandings. As articulated by Beatrice Awoniyi, director and assistant dean for the Student Disability Resource Center at Florida State University, "You may look at a student and you say, you know, you look like every other student in the class, what do you mean you need note-taking? What do you mean you need extra time on the test? It might not be apparent to you as a faculty member that a student has a disability, but that disability may impact their participation in the class."

Sometimes, students with invisible disabilities are perceived as lacking in intelligence, or as not paying attention. That happened to Nate before he was diagnosed with a learning disability: "They'd look at me and they'd be like, oh, well, you're faking, you're playing around, you're just not trying hard enough or something. But I was trying." Another student, Jesse, states, "My father has learning disabilities and actually his mom does too, so there's a history there and my parents kind of wondered if something was going on. But the school kept saying, 'He's just a little slow, he'll pick it up.' So by the end of second grade I still couldn't read at all."

Types of Disabilities

Invisible disabilities include

Asperger syndrome;
attention deficit/hyperactivity disorders, or ADHD;
brain injury;
learning disabilities;
psychiatric conditions;
seizure disorders; and
Tourette syndrome.

The number of college students with these types of disabilities continues to grow. As predicted by Al Souma, a Disability Support Services counselor at Seattle Central Community College, "There's a very good chance that we'll be seeing a lot of these students in our classrooms over the years. Now, with the new wave of psychiatric medications that are out there, students are finding that they are able to concentrate better and participate in classroom activities more than ever before."

Invisible disabilities may affect the way a student processes, retains, and communicates information. A student may not be able to screen out distractions, making it hard to focus; may not have the stamina for a full class load; or may not be able to interact well with others. Anxiety may make it difficult to take tests or to approach professors with questions. All people experience their disabilities uniquely. Students who have the same medical diagnosis for their condition may have different abilities and disabilities and different accommodation needs. It is important to work with each individual to figure out what's best in a specific situation.

Professors may have safety concerns about students with particular disabilities, such as seizure disorders. It might feel to them like too much responsibility. However, as reported by Sharon Bittner, director of Academic Support Services at Des Moines Area Community College, "Students with seizure disorders often control their seizures well with medication, so [professors are] really not going to see frequent seizures in the classroom. It is important, however, for an instructor to know what to do in the event of a seizure. And if the student discloses and says, 'I have a seizure disorder,' then it's very easy for the disability services officer to talk with him and say, 'What would you like for your instructor to know?'"

There might also be concerns about psychiatric conditions. What if a student has an outburst? What if his behavior disrupts the class? Audrey Smelser, counselor and disability specialist at National Park Community College, says that on her campus, "We would encourage faculty to refer those students who have some outburst in class to the counseling center for us to work with them on stress management and appropriate behaviors, just as we would any other student."

Familiarity with conditions such as Asperger or Tourette syndrome can help faculty feel more comfortable with a student's occasional lack of social skills. Linda Walter, director of Disability Support Services at Seton Hall University, explains, "Sometimes students with Asperger's don't have the filter to be able to stop asking questions if there are certain things that they want to know. So they may monopolize a lot of class time and one of the things that we really try to work on is a signal where the professor can let the student know that, 'You've asked enough questions, and I will help you, but it's just not going to be now.'"

Accommodations

Students with invisible disabilities may or may not need accommodations in a college classroom. If they do, it's the students' responsibility to self-disclose, provide documentation of the disabilities, and request accommodations. However, they may choose not to let anyone know about the disability and just try to "make it on their own." This approach can be stressful for both the student and the professor. Suzanne Tucker, a Disability Resource Office coordinator at Southern Connecticut State University, adds, "There are times [when] faculty are frustrated with students because they self-disclose later in the semester. They don't [disclose] at the initial start of a semester. And [faculty] often will come to the disabled student service person and say, 'Why didn't this student disclose? Why did they wait 'til they did badly on that first exam?' And I think, you know, there's not one answer."

College students with disabilities should contact the disabled student services office on campus before they start classes. Staff there will typically check documentation of the disabilities, determine appropriate accommodations, and give the students letters authorizing those accommodations. Beatrice Awoniyi explains, "What we look into is, how does that disability affect that specific person for that specific class? And then we make a determination of what types of accommodation will be reasonable and what will be appropriate. Not all accommodations are reasonable and not all accommodations are appropriate."

An accommodation is not appropriate if it would

make a substantial change in an essential element of the curriculum,
alter course objectives,
impose an undue financial or administrative burden to the institution, or
pose a direct threat to the health or safety of others.

If an accommodation request seems unreasonable, a compromise could be discussed between the professor, the student, and the disabled student services staff. For example, as Rebecca Cory, research coordinator at DO-IT reports, "[At Wells College] I was working with a student who had Tourette Syndrome, which is a disability that causes her to experience some physical and vocal tics. And this student was taking a chemistry class, and was working with a chemistry professor, and the professor was concerned that these physical tics may cause a hazard in the chemistry class, in the laboratory specifically. And so we worked with this professor and the student to get a lab situation that was not going to be a problem for the student. We replaced the glassware with plastic when we could, and with Pyrex when we could, and we paired the student with a lab partner, so that if there was a chemical that the student might have difficulty handling, in case she had a physical tic during the handling of it, the lab partner would handle those specific chemicals and the student was still working in a situation that was safe, and she could learn what she needed to learn."

Students with disabilities have the right to confidentiality. If a student appears to be struggling in class, but hasn't requested accommodations, the professor is not advised to ask if a disability is involved. But there are acceptable ways to offer assistance. You could suggest resources on campus, such as tutoring or instructional centers, and include disabled student services as one of those resources. A proactive approach is to include a statement on your class syllabus, inviting students to talk with you about any disability-related concerns. For example, you could say: "If you wish to discuss academic accommodations, please contact me as soon as possible." This will make students with disabilities more comfortable discussing accommodations.

A student may request accommodations for the classroom, assignments, and exams. Some commonly-requested classroom accommodations include

seating near the door to allow taking breaks;
alternative note taking: tape recorder, note taker, or a copy of instructor's notes; and
early availability of syllabus and textbooks.

Assignment accommodations include

advance notice,
additional time for completion,
feedback and assistance in planning workflow,
choice of written or oral presentation, and
assistance during hospitalization.

Accommodations for exams include

alternate format: multiple choice, essay, oral, presentation, role-play, or portfolio;
use of adaptive computer software such as speech recognition;
extended time for test-taking;
taking tests in a separate, non-distracting room; and
a scribe, reader, or word processor for exams.

In some cases, accommodations may extend beyond the classroom. For example, a medical student might eventually need to do clinical work. An individual discussion of options may be necessary.

Universal Design of Instruction

Good teaching can minimize the need for accommodations. By using principles of universal design in your instruction, you'll maximize learning for all students in your class. Universal design means that you take steps to effectively teach to a diverse audience. Expect that characteristics of students in a class will come from a wide range of ethnic and racial backgrounds, represent more than one gender, and include a wide range of disabilities, abilities, and learning styles. Universal design strategies are usually not difficult to employ. For instance, as you're designing your course you might think of alternative assignments for students—they might write a paper, they might give a presentation, or they might put together a portfolio to meet a requirement in class. These alternatives work well for students with a variety of learning styles and backgrounds, including those with disabilities.

Planning your curriculum with universal design in mind can reduce or eliminate the need for accommodations later, and that's helpful for both faculty and students. Meryl Berstein, director of the Center for Academic Support at Johnson & Wales University, reports, "If you're designing your class work so that it will be accessible to all students in class, it might take a little bit longer for you to do that initially. But the benefits of [preparing] to you, as well as to the student, will be reaped later. Because once you've done it, you've done it. You are not going to have to re-invent the wheel."

Other elements of universal design that may be particularly helpful to students with invisible disabilities include

multiple methods of delivery, including lectures, discussion, hands-on activities, Internet-based interaction, and fieldwork;
providing printed materials and electronic resources that summarize or outline lecture content;
encouraging a variety of ways for students to interact with each other and with you, such as in-class discussion, group work, one-on-one meetings, and email;
providing feedback periodically as an assignment is being completed; and
including questions on tests that require a variety of responses, such as multiple choice and essay.

As explained by Beatrice Awoniyi, "When we adopt the principles of universal design, we minimize the amount of accommodations that we're going to need, and students who are in the class who have disabilities may not even have to ask for accommodations. Of course, that doesn't mean that we're not going to have anyone requesting accommodations; we just limit the number of accommodations that we have to provide."

Additional Resources

For more specific information about working with students who have learning or psychiatric disabilities consult the following publications at www.washington.edu/doit/brief-category/academics

The following websites include more comprehensive information:

LD OnLine
www.ldonline.org/
National Institute of Mental Health
www.nimh.nih.gov/

For more information on universal design in education, consult The Center for Universal Design in Education at www.washington.edu/doit/programs/center-universal-design-education/overview or the resources available at www.washington.edu/doit/resources/popular-resource-collections/applications-universal-design; of particular relevance is the video and publication entitled Equal Access: Universal Design of Instruction at www.washington.edu/doit/videos/index.php?vid=13. Additional videos can be found at www.washington.edu/doit/videos/index.php; of particular relevance are the videos entitled Invisible Disabilities and Postsecondary Education and Working Together: People with Disabilities and Computer Technology.

��ԭ�� DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of ��ԭ��, and the U.S. Department of Education. DO-IT is a collaboration of UW Information Technology and the Colleges of Engineering and Education at the ��ԭ��.

Grants and gifts fund DO-IT publications, videos, and programs to support the academic and career success of people with disabilities. Contribute today by sending a check to DO-IT, Box 354842, ��ԭ��, Seattle, WA 98195-4842.

Your gift is tax deductible as specified in IRS regulations. Pursuant to RCW 19.09, the ��ԭ�� is registered as a charitable organization with the Secretary of State, state of ��ԭ��. For more information call the Office of the Secretary of State, 1-800-322-4483.

To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form.

For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
��ԭ��
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane

Founder and Director: Sheryl Burgstahler, Ph.D.

DO-IT Funding and Partners

Acknowledgment

The publication was developed under a grant from the U.S. Department of Education, OPE #P333A050064. However, these contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.

Presentations in Professor Cowen’s Class: A Case Study in Providing Scaffolding

FeedsImporter — Fri, 14 Jul 2017 01:45:01 +0000

Background

Professor Cowen teaches a capstone course in computing. Students are required to give oral presentations discussing their final designs. Professor Cowen is concerned that a student in her class, Amy, will have difficulty with delivering her presentation. Although Amy has not expressed concern about the presentation assignment, Professor Cowen is concerned because Amy is autistic and rarely joins classroom discussions.

Access Issue

Professor Cowen is looking for a way to support Amy so that she can successfully deliver a presentation on her final design.

Solution

So as not to single Amy out, Professor Cowen provided all students in the class with an outline that they could optionally use to organize their ten-minute presentations. The sample presentation suggested spending one minute giving an outline of their presentation, two minutes discussing the problem they were trying to solve, two minutes discussing potential designs they considered, four minutes discussing their final product, and leave one minute at the end for questions.

Amy gave her presentation successfully, following precisely the structure that Professor Cowen suggested. Many other students in the class also chose to use the suggested outline to organize their presentations, suggestion that the example benefited them as well.

Conclusion

This case study illustrates that providing scaffolding, as Professor Cowen did with these oral presentations, can help students with and without disabilities achieve success.

For more information about students with autism, consult the following:

What are typical challenges and accommodations for students with Autism Spectrum Disorder?

FeedsImporter — Sat, 01 Jul 2017 03:15:02 +0000

School activities that may be particularly challenging for students with autism spectrum disorder (ASD), previously referred to as Asperger's disorder, include social interactions, noisy or disordered environments, intense sensory stimulation, and changes in expected routines. The unstructured parts of the school day, such as lunch, may present the greatest challenges. Many students with ASD have difficulty using a pencil and paper for writing. Some have difficulty with organization and schedules.

Although each individual is unique and the student and family should be consulted regarding accommodations, the following accommodations may be helpful to students with ASD:

clearly established and ordered routines
warning and preparation when changes are anticipated
planning and practicing of communication strategies and social routines
earplugs or noise-canceling headsets in hallways or lunchroom
a quiet area where the student can take a time-out if necessary
visual schedules and graphic organizers
visual or written, rather than auditory, instructions
computer use, especially word processing for writing
note taker

For additional information and resources on working with students with ASD, consult the Guide for Working with Students with Asperger's Syndrome.

What strategies are companies using to recruit employees with autism spectrum disorder?

FeedsImporter — Sat, 13 Aug 2016 02:25:01 +0000

A large portion of individuals with ASD are unemployed although many of them are capable of working. Students with ASD often find it difficult to communicate in a traditional interview format. Some companies, both in the US and abroad, have enacted programs to specifically recruit employees with autism spectrum disorder (ASD).

Examples of these recruitment efforts and programs include:

Microsoft has launched a program to hire individuals with ASD. Through the program, candidates go through workshop and have access to job coaches.
SAP’s Autism at Work program recruits employees with ASD and works to ensure they have multiple sources of support.
Google has partnered with the Lime Connect network to recruit interns who identify as being on the Autism Spectrum and are interested in a technical internship in Software Engineering.
Autism @ Work Roundtable offers a simple way for candidates to see the type of roles and skill sets each position is hiring for and how to apply. The roles listed are all based in the US and at various locations per company.
Dell Technologies' Neurodiversity Program provides an interview process that is designed for Neurodivergent candidates for both internship and full-time employment.
In the UK, the analytics company SAS offers work experience with ASD. SAS supports interns and employees with ASD by training existing employees, adjusting the interview process, and providing written instructions to interns.
In Australia, Hewlett Packard’s Dandelion program includes an extended interview process, coaching on life skills, and training for hiring managers.

For more information on ASD consult the Knowledge Base articles, What is Asperger's Disorder? and What is Autism?

Equal Access to Software and Information (EASI)

FeedsImporter — Fri, 16 Oct 2015 01:25:01 +0000

Equal Access to Software and Information (EASI Access)

Offers online training on accessible information technology for persons with disabilities.

What is Autism?

FeedsImporter — Thu, 17 Sep 2015 19:03:31 +0000

Autism Spectrum Disorder (ASD), also referred to as Autism, is a developmental disability characterized by impairments in social interactions and communication, as well as a pattern of repetitive or obsessive behaviors and interests. Symptoms can vary from mild to severe. There is no known cure for ASD, but interventions have been identified that can reduce behavioral symptoms and improve academic, employment, and social outcomes. The cause of ASD is not known; however, evidence suggests that both genetic factors and environmental triggers may play roles.

ASD is diagnosed by a pattern of behaviors. Symptoms of ASD can be identified by the time a child is eighteen months old, and a reliable diagnosis can be made by the time a child is three years old. ASD is significantly more common in boys than in girls. The number of children identified with ASD has been growing in the past decade, and the latest analysis from the Centers for Disease Control and Prevention estimates that 1 in 68 children has ASD.

For additional information and resources, consult The Child with Autism by the American Academy of Child and Adolescent Psychiatry, the Autism Information Page of the National Institute of Neurological Disorders and Stroke, the National Institute of Health's ASD Fact sheet, or ��ԭ�� Autism by the Autism Society of America.

What is Asperger's Disorder?

FeedsImporter — Thu, 17 Sep 2015 19:03:31 +0000

According to the American Academy of Child and Adolescent Psychiatry, Asperger's Disorder, also referred to as Asperger Syndrome, was a term previously used to describe one of the pervasive developmental disorders. The diagnosis of Asperger’s Disorder was removed from the Diagnostic and Statistical Manual (DSM-5) in 2013. Those previously diagnosed with Asperger’s Disorder are now included in the broader category of Autism Spectrum Disorder (ASD).

According to the National Institute of Mental Health, ASD “is the name for a group of developmental disorders. ASD includes a wide range, “a spectrum,” of symptoms, skills, and levels of disability.” They go on to report that

“People with ASD often have these characteristics:

Ongoing social problems that include difficulty communicating and interacting with others
Repetitive behaviors as well as limited interests or activities
Symptoms that typically are recognized in the first two years of life
Symptoms that hurt the individual’s ability to function socially, at school or work, or other areas of life

People with ASD may have other difficulties, such as being very sensitive to light, noise, clothing, or temperature. They may also experience sleep problems, digestion problems, and irritability.

ASD is unique in that it is common for people with ASD to have many strengths and abilities in addition to challenges.

Strengths and abilities may include:

Having above-average intelligence – the CDC reports 46% of ASD children have above average intelligence
Being able to learn things in detail and remember information for long periods of time
Being strong visual and auditory learners
Excelling in math, science, music, or art.”

For additional information and resources, the National Institute of Neurological Disorders and Stroke's ASD Information Page or Symptoms of Autism by the Autism Research Institute.

Can students with autism be successful in college?

FeedsImporter — Thu, 17 Sep 2015 19:03:31 +0000

Although some individuals with autism spectrum disorder (ASD) may find college overwhelming or too challenging, many students with autism do well in an academic environment, particularly if they have the opportunity to focus on areas of personal interest.

Temple Grandin and Dawn Prince-Hughes are two individuals with HFA who earned Ph.D. degrees and achieved successful careers as university faculty members and writers. Both have published books about their experiences as individuals with ASD. These publications include Thinking in Pictures, by Grandin, and Aquamarine Blue 5, by Prince-Hughes.

For recommendations for college planning from the perspective of a college professor with a diagnosis of ASD (previously Asperger's disorder), consult Preparing to Be Nerdy Where Nerdy Can Be Cool: College Planning for the High Functioning Student with Autism.

A Broadening Participation in Computing Alliance - Autism Spectrum

What you should know about Your Students with Disabilities

What are language preferences regarding autism?

Invisible Disabilities and Postsecondary Education

Types of Disabilities

Accommodations

Universal Design of Instruction

Additional Resources

����ԭ�� DO-IT

Acknowledgment

Presentations in Professor Cowen’s Class: A Case Study in Providing Scaffolding

Background

Access Issue

Solution

Conclusion

What are typical challenges and accommodations for students with Autism Spectrum Disorder?

What strategies are companies using to recruit employees with autism spectrum disorder?

Equal Access to Software and Information (EASI)

What is Autism?

What is Asperger's Disorder?

Can students with autism be successful in college?

��ԭ�� DO-IT