April is National Autism Acceptance Month. By definition, students with an autism spectrum disorder (ASD) have some problems which may interfere with receptive or expressive communication. Some of these differences are very subtle and can be misinterpreted as volitional acts on the part of the student. It鈥檚 important to understand that some students with an autism spectrum disorder may be very articulate and have a large vocabulary which may 鈥渉ide鈥� their communication challenges.
Students with ASD are considered 鈥渘eurodivergent.鈥� Neurodivergent describes, in short, someone who processes information differently than what is typical within their culture. Unfortunately, many assume that most people they interact with are neurotypical, meaning they tend to learn skills and reach developmental milestones around the same time as their peers. This is frequently the case in many academic classrooms and labs where faculty fail to solicit feedback from students on how to improve their teaching or advising methods and provide accommodations to students on the spectrum. Autistic students will most likely not have the communicative confidence to express their needs upfront. Some examples of ways we can create a more welcoming academic environment include:
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Communication skills: Those with ASD have difficulty understanding sarcasm, jokes, or idioms. Be literal in your expectations.
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Social skills: Those with ASD experience higher levels of social anxiety and stress and appreciate their alone time. Faculty should be cognizant of group discussion and group project requirements and the additional stress this can cause some students.
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Sensory differences: Allowing hats, sunglasses, headphones, and other sensory items can bring students comfort.
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Learning styles: Students with ASD may have a non-conventional, complex, or an uneven learning profile. For example, they may need more visual imagery when learning, such as videos and pictures.
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Technology: Allowing computers and using classroom capture so students can re-watch content can be very helpful for our neurotypical students.
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Coping skills: If a student discloses that they have ASD, consider agreeing upon a signal to know when the student is overwhelmed. This could be particularly helpful for students attending social/networking events and conferences.
By spreading awareness and increasing our understanding, we can help create a more welcoming and comfortable environment for our neurodivergent students, staff, and faculty!
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Best,
CEAE JEDI Committee
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