Form: Prepare students with Autism for higher education Action Why How Target outcome Notes for action Provide information about university Students may not think University is for them. They may not have a social network with which to discuss their options. This can be done on an individual basis or with the entire class. Students are better informed about what university is, and whether it is something they would consider. Gain some concrete experience of university Familiarise students with a campus, explore the differences between school and university, and experience a lecture in a larger setting than school. University Open Days are traditionally very busy and crowded and students with Autism may need additional experience of campus life Approach a local university to ask for a campus tour and sample lecture. Most universities have widening participation targets to encourage under-represented students to consider university. Students are eased into the initial shock of the size of a university and have experienced campus as a social as well as educational setting. Positive role model Students may feel university is “not for someone like them” when this is not necessarily the case. Approach local universities and ask for their success stories, for example successful students, researchers etc. with Autism. There are also first person accounts online. Encouraged beliefs that Autism is not a barrier to succeeding in higher education. Gaining independence Many students with Autism can have particular food preferences and may not be aware that they can fulfil these by being flexible with café menus and shopping. They may Encourage graded practice of the living skills needed at University. These skills can include ordering food at a café or the canteen, taking public Students feel more confident with public transport or general travel and are reassured that buying food for themselves (and/or cooking) is achievable.
not travel alone and might need to do this for university. transport independently etc. Coping with stress and anxiety Going to university is stressful for everyone. Students with Autism are more likely to experience anxiety than other groups. Consider stress management strategies. Talk about stress management in terms of prevention and strategies to remain calm and relaxed. Coping with anxiety when away from the usual support or home becomes more manageable. Social and relationship skills Students with Autism may lack social experience, so going to university can be overwhelming Talk to students about the social aspects of university life. Are there any particular aspects they are worried about? Help them problem-solve potential sources of worry such as how to cope with ‘Fresher’s week’. Students learned strategies to deal with these situations to enhance their studies and quality of life whilst at university. Academic strengths of Autism A diagnosis may feel like a list of negative outcomes, but there are many positives too which can be used to the students’ advantage. Talk on aspects the students may have which are positive, e.g. logic, attention to detail, highly skilled in area of interest, which could be their degree. Students feel confident in their abilities and that having Autism can be beneficial to their study, as well as feeling their Autism is not a burden. Support at university Students may worry that there will be little support for them at university. Create a worksheet or talk on comparison of formal and informal support between school and university. Students will feel that they will be supported once they get to university, and