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Supporting Students with Asperger Syndrome in Higher Education
Leeds Trinity University College
23rd November 2011
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Including AS students in Learning, Teaching and Assessment Activities
Di Drummond
Reader in Modern History
Leeds Trinity University College
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Aims of this session
• To identify positive factors and potential problems for AS student:
• In the wider university environment, across three or four years they are taking their degree.
• In taught sessions in general terms.• In learning, teaching and assessment in a specific
area/discipline in HE – History (curriculum, learning and teaching methods used, assessment).
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• Determining support that is needed – from the WHOLE team. Positives, different perspectives and problems in this.
• Formulating strategies for including AS students in teaching sessions, curriculum, assessment activities.
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Why me/History on this topic?
• Experience of having some AS students, now graduates, in recent years.
• National Student Satisfaction Survey – History Scored 100% last year. History – Best in Britain, 2006.
• Excellent teaching staff – PhDs/DPhils; Learning and Teaching Expertise; Recognition for research.
• Some modules: Small groups.
•
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History at Leeds Trinity History at Leeds Trinity University CollegeUniversity College
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Exercise 1: Life and learning and teaching at University and AS students
• Small buzz groups:• Identify features of AS that are positive
factors for students at university and in learning and teaching sessions.
• Identify key problems that might occur for AS students in both these circumstances.
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Positive Factors
• Intellectual contribution• Enriching others’ experiences• Higher marks for subjects which are your “obsession”• Motivation and application• Independent learning• Time management: regularity, punctuality• Number skills• Imagination; visual conceptualisation• Doing what’s asked• Intellectual and personal development
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Problem areas for AS students• Overly focussed on a single subject area• Much evidence gathered; lack of analysis• Social awareness and interaction• Might not ask for help• Needing a set regime• Extreme stress and anxiety – assume they’ve “got it
wrong”• Big jump from school/college to university• Being very literal• Sensory bombardment• Groupwork; roleplay• Understanding assignment briefs
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Di – The Railway Historian
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The Beauty of Anoraks!
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Exercise 2: AS students and Learning, Teaching and Assessment – History example
• Small buzz groups:• Identify features of AS that are positive for
students on this History programme.
• Identify key problems that might occur for AS students.
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Aims of the History Programmes at Leeds Trinity
• Not just to learn about specific eras and questions in History but also gaining essential historical and highly transferable skills:
• Using and interpreting evidence.• Mapping the chronology of time and the causes of
change.• Understanding and criticising historians’ debates.• Planning and carrying out complex research – project
management.
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• Presenting your own ideas and arguments – in discussions, group presentations and in writing.
• Thinking about how ‘History’ is used in today’s society – in education, ‘heritage’, films, books, politically.
• Producing significant reports/dissertations (10,000 words plus oral presentation), using historical evidence, wider debate and your own analysis.
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Learning and Teaching Methods
• Reading – Books, but…..• Role Play• Film• Documents• Illustrations/paintings/artefacts.• Field Trips.• Group work.• Buzz Groups.• One-to-one tutorials.
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Learning and Teaching – The Environment
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The History Curriculum
• History Benchmark Statement • https://www.history.ac.uk/makinghistory/resource
s/articles/HE.html• International and multi-cultural.• Range of topics, study areas and eras.• Statistics for Historians.• Empathy.
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• First Year of Your Studies – Modules
• Patterns and Periodization
• Study In-Depth - The French Revolution.
• The Historian’s Craft - Early Modern History : Victorian Leeds.
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• History in Contemporary Society – The Representation of History in films, novels and TV programmes.
• Introduction to Modern World History – Understanding the History of the Twentieth Century.
• Vision at Work or the Professional Work
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Difficult Subjects
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• The History Dissertation or Research Report. Your own research project! Recent subjects include: The Leeds Antislavery Association; Death and the Victorians; The Victorian Tea Party; Evacuees during World War Two; Nationalism and Beyond in Slovenia, 1980-2010.
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Assessment Methods
• Essays• Reports• Dissertations• A Chapter of a historical novel; first scene of a
play or film script.• Posters.• Group Presentations.• Individual Presentations.
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Strategies of support – For AS studentFor studentsFor staff
The Team – and how not to build it!
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Strategies for support
• Design of course and materials– Academic departments– support departments
• Transparency for students• Identify individual students’ needs• Clear module descriptions• Be prepared to change• Prepare students for change
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Bad Anorak!