New Zealand Autism Spectrum Disorder Guideline - Ministry of Health

Part 5: Living in the community
Part 5
is available through the organisations’ websites
and some include specific ASD policies 355 and
ASD support groups 356 .
There are a number of strategies that could
be considered when any person with ASD is
transitioning into further and post-compulsory
education and, periodically, for ongoing
support. Some of them can be accessed through
student service departments, but when these
services are deficient, appropriate support
may need to be organised from another source.
Support strategies include:
• vocational counselling and course selection
• buddies/guides for first-year students to help
them settle in
• study skills support and development
(eg, planning and sticking to a study and
assignment schedule)
• practical resources (eg, rest and study rooms,
computer access)
• mentoring
• counselling (eg, dealing with the social
demands of tertiary life, learning skills of selforganisation
and problem solving, managing
anxiety, controlling obsessive interests)
• one-to-one tutors or assistants
• reformatting course materials
• audiotaping lectures or arranging for a notetaker
• alteration of personal routines to suit study
and attendance requirements
• informing staff of ASD diagnosis, and
obtaining appropriate assistance
• examination support 39 353-361 (Recommendation
5.1.4).
One United Kingdom guideline for people with
Asperger syndrome 39 provides specific advice to
tutors and lecturers and recommends:
• establishing clear learning outcomes at the
beginning of the course
• establishing class rules and making
behavioural expectations explicit at the
beginning of the course
• reminding students of class rules and
behavioural expectations when necessary
• using a clear and standardised framework for
each teaching session
• beginning sessions by introducing the specific
learning outcomes for that session
• using an authoritative (not authoritarian)
style and consistency
• patience, respect, fair play, support and
encouragement
• assisting a student to stay on task by
reminding them that the task at hand is
an important step in developing their
knowledge
• organising short breaks in long sessions, and
on occasions when the student has difficulty
• discussing challenges with the student
counsellor and/or line manager
• progressing review of learning outcomes
towards the end of the course, so that
transition can be planned (Recommendation
5.1.6).
Expert opinion suggests that people with ASD
can experience great stress at examination
time, which interferes with their ability to
demonstrate clearly the knowledge and skills
they have acquired 360 . It is possible to alter
examination arrangements to minimise stress
and maximise opportunities for performance,
yet maintain the integrity of the examination.
Useful examination considerations and
adaptations for written examinations include:
• informing the student of the date, time and
duration of the exam well in advance
• if possible, telling them the location and
which staff will be adjudicating
• giving an estimation of how many other
people will be sitting the exam
• drawing a plan of how the chairs and
desks will be arranged (and seating plan, if
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New Zealand Autism Spectrum Disorder Guideline