Tips for pursuing higher education with autism

Autistic people operate in an environment designed for neurotypical people, and this can hinder their proper development in their studies, despite having the necessary ability and knowledge.

We've compiled some tips that can help you pursue higher education and make those years more manageable. Knowing about the possible adaptations or resources available in educational institutions can be useful for both autistic individuals and teachers ; and they'll surely be helpful for everyone else as well.

First and foremost, we must always take care of our physical and mental health. Therefore, we should consider whether to complete all subjects in one year or leave some for the following year. And we should also remember that some schools have a student support department that can help address each student's individual needs.

Anticipation and information

Recommendations for students

• The first day is always stressful, isn't it? Because everything is new and uncertain, and uncertainty and autism don't mix well. That's why we recommend you familiarize yourself with the space: What quiet places are there if you feel overwhelmed? Find that quiet space beforehand . Sometimes, it's helpful to visit the area even before classes start.
• There may be changes that involve a break between classes. During these times, you can allow yourself to rest in a quiet and pleasant place. Use this time to eat and hydrate.
• Also, if you don't handle free time well, anticipate what you could do in the time slots without assigned tasks : make progress on a project, rest while doing something relaxing, such as listening to music, reading a comic or crocheting, or take the opportunity to meet up with a colleague and chat.

Recommendations for teachers

• Providing accessible weekly schedules and clear information on assessment methods will allow students to experience their first days with greater peace of mind.
• It will also be very helpful to have an accessible information panel where possible changes can be notified in advance.
• Offer visual information. Autistic individuals tend to be more visual learners. Presenting or transforming information into written form, using color codes, diagrams, or images, can facilitate learning.

Studying for a university degree with ASD

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Exam adaptations

This is a small compilation of the most common adaptations in assessments :

• Time. Autistic individuals have a slower and more detailed level of information processing and a literal understanding of language. This can mean they take longer to understand what is being asked. They also have difficulty organizing and prioritizing information to put it on paper. This doesn't mean they don't have this information, but rather that they find it more difficult to identify what is most relevant. That is why one of the most common adaptations is to extend the time allotted for exams.
• Types of questions. If we've explained that the difficulty may lie not in retaining information but in prioritizing it, exams with very open-ended or general questions will only make the time drag on. Exams with more specific questions can help them demonstrate the knowledge necessary to meet the curriculum objectives.
• Sensory awareness and regulation. Autistic individuals may have heightened sensitivity to noises, lights, smells, etc. Being able to be in a secluded place, using earplugs or noise-canceling devices to block out noise, or wearing glasses can improve performance during stressful moments. These are simple strategies that don't affect the rest of the student body and can be essential for some individuals.

Some of the adaptations during the course may include: extending exam time, allowing students to give presentations online, and creating working groups at the beginning of the course so that they can gradually adapt.

Group or practical work

It depends on each person, but autistic people often have difficulties when they have to do group work, both when accessing a group, in interactions with other people, or in understanding the implicit rules of operation that are not clear.

Some options that could be considered to facilitate these tasks, depending on each person and their preferences, are:

• Provide each student with a specific group to work with.
• Form stable groups during the academic year , in which the person can gradually adapt.
• Assess whether it makes pedagogical sense to offer the option of doing some work individually .
• Propose more concrete tasks, with a shorter timeframe and with tutoring within the final objective of the work.

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Oral presentations

Oral presentations are often a source of anxiety for many people, especially for autistic individuals. It is common for undergraduate and master's degree programs to require students to give an oral presentation as their final project in order to obtain their degree. Consideration could be given to the following:

• Do an online presentation , if the person feels more comfortable that way.
• Give an asynchronous (recorded) presentation from a safe environment for the person, which can then be viewed and evaluated.

In some cases, a volunteer support person may be requested during the internship period.

Internship period

The internship period can be another delicate time for autistic people, as it often involves unforeseen events and interactions , and therefore, greater anxiety and exhaustion.

Tips for autistic people

• Consider your personal needs. If you can choose the internship site, take your personal needs into account: consider whether you need a smaller or family-run company, or if the internship can be done online, depending on the type of work.
• Request a support person. If you find the environment somewhat stressful and there are several unforeseen changes (for example, in a hospital setting), explore the option of requesting a volunteer support person. Many universities offer this service, and it can be helpful during certain times or transitions during your placement.

Tips for teachers

• It is important for the autistic person to have a designated support person or mentor with whom they can regularly review how these supports or adaptations are working and whether they are still necessary. These are reasonable adaptations or supports that can also be helpful for other people.