Navigating college in increasingly autism-friendly Ireland
Ireland's higher education institutes (HEIs) are seeking to be more autism-friendly, providing tailored learning supports and environments. There are currently five accredited autism-friendly HEIs in Ireland, (DCU, NCI, ATU Sligo, IT Dundalk and RCSI), with more in the pipeline.
Autistic students considering third-level education often face unseen challenges that can have serious negative effects on their college experience.
There is the physical environment, which may present many sensory challenges, the style of communication in lectures and the structure of exams, and the social challenges of trying to connect with new people while under stress from being in a completely new environment.
On top of that is the perceived stigma of having a label of autism, which results in many students not disclosing their diagnosis to the college and trying to go it alone without any supports.
Colette Twomey, vice-president of the Institute of Guidance Counsellors, says that it’s no wonder students hide their diagnosis when the language of reports is often focused on deficit and disorder.
“The language can become a self-fulfilling prophecy for people, so it’s important to shine a light on the young person’s strengths and where those strengths can work for them.”
Ms Twomey has started the process of bringing autism-friendly accreditation to her college of further education in Mallow College, having been inspired by the results at DCU, the world’s first autism-friendly higher education institute (HEI).
There are five accredited autism-friendly HEIs in Ireland, (DCU, NCI, ATU Sligo, IT Dundalk and RCSI) with more in the pipeline. However, many campuses are making positive changes to become more inclusive.
In partnership with autism charity As I Am, accredited colleges go through a process of looking at their built environment and how they operate with extensive input from autistic students and staff.
They follow 9 principles, which focus on goals to adapt the environment, raise awareness and acceptance of autism, and facilitate participation in all aspects of life.
Getting set up for success as an autistic student starts at the CAO application stage. Colette Twomey recommends to start by finding out what supports are available on campus at the college being applied to.
“A lot of young people don’t want to go to college with a label of ASD so they don’t check out the supports, but it’s good to go to the open day and link in with the disability service,” she says.
At CAO stage: Apply through DARE in the CAO because leaving cert exam conditions don’t suit all students, which can affect grades.
Have digital copies of all reports and documents ready to submit to the college.
When offered a place, contact the Disability Support Service in the college and visit before the start of term while it is still quiet.
Research your course: Know what type of assignments are in the course, like group work and presentations. These can be challenging for autistic students.
Inform the college: Letting the college Disability Support Service know you are autistic means they can put supports in place. Fiona Earley, autism-friendly university co-ordinator at DCU, says some don’t disclose due to past trauma or stigma, but often end up coming for help after Christmas when they are close to dropping out of their course. This is when staff can help turn things around, she says, adding that you don’t need a diagnosis to ask for help.
Colette Twomey of the IGC finds that students often work well with the college supports, highlighting the importance of parents taking a step back from micro-managing at this point.
DCU have a free three-day autism summer program for 5th and 6th year students facilitated by staff and students of the college. Fiona Earley has found that second-level students can relate more to the DCU student facilitators who attended the program themselves previously, and are more confident asking them questions.
Commuting long distances can mean that students are burnt out before starting their day at college. Have a plan to manage this.
This could mean access to mental health support, a peer mentor, or accommodations during exams, like movement breaks, rest periods or use of a laptop.
Colette Twomey recommends having a plan of what to do if starting to feel overwhelmed, like movement, fidgets and headphones to manage the environment. She also says it is important to have a plan for each day, especially when there will be blocks of time with no lectures.
“Some students defer their college place and do a level 5 to prepare for college. It acts as a bridge to the next step,” explains Colette Twomey. “You can accept a level 5 place in August and cancel it if you get a CAO course you really want,” she added.
Students who come through QQI are more prepared, more likely to stay, know they are definitely interested in the subject and have a foundation in the subject from the year before. They are also more familiar with self-directed learning and have had some exposure to academic writing.
Encourage and enable autistic students to transition into and participate in third level education.
Many HEI’s have online resources like maps to orient and information to support autistic students like UCC’s Autism & Uni Toolkit or UCD’s Campus Explorer app.
Jenny Duffy, Equality Project Officer at RCSI says that once contacted, they can put in place supports and reasonable adjustments for students, adding that round 1 CAO offers are followed up by an MS Teams Webinar and Q & A, which parents and guardians can also attend.
Support and build capacity to equip autistic students to meet the academic challenges of everyday HEI life.
At RCSI CAP oral exams now have clear accessible language, a maximum word count per question, and extended reading time for all. Students can ask an examiner to read or repeat a question to them if needed.
Assistive technology is also available for those who need it, and can range from use of a laptop to the ability to audio-record lectures.
Support and build capacity to equip autistic students to meet the social challenges of HEI life.
Most autistic students manage the academic demands, but time management and social demands are harder, according to Fiona Earley of DCU where students can access autistic mentors who they can message if they’re having a bad day, a counsellor and a mental health nurse among other resources.
Meanwhile, RCSI hosts an autistic art club as a space for people to connect with others who understand.
Seek to establish an autism-friendly operational environment.
In buildings, this most often comprises low-cost changes and adaptations, such as softer lighting, less clutter on walls, managing noise, (or giving students options to avoid noisy environments), especially in transition areas so they are not met with excessive sensory challenges when coming in from outdoors, for example.
Quieter rooms and the option to see rooms online before going in can ease anxiety and also allow students to identify sensory triggers.
Colleges have also created spaces like sensory lounges, calm zones and sensory pods to recharge.
Staff receive extensive training around sensory and environmental issues as well as how to create more accessible slides.
Seek to combat the stigma around autism and recognise the diverse experiences of autistic individuals.
RCSI hosts events with neurodiverse healthcare practitioners speaking about neurodiversity in medicine, and staff sharing their lived experiences, while at DCU talks are held for all students to reflect on different communication styles, which can come up as an issue in group work. “The sensory aspect of autism is well understood but not so much the difference in communication styles,” explains Fiona Earley.
Develop understanding and relevant knowledge and skills within the HEI community.
Extensive staff training is conducted as part of becoming an autism-friendly HEI. Jenny Duffy at RCSI says increased awareness can filter through to patients engaging with the healthcare system.
“Academic staff are more aware of the sensory and environmental needs of students, and of their colleagues, while future medical professionals will be able to provide care and communicate more effectively with patients,” she said.
Establish channels so that autistic students can have a voice in various aspects of HEI life.
A large part of the accreditation process is learning from students about their experience so HEIs include autistic students and staff in their project groups.
Support the employability of autistic graduates.
DCU has trained 300 companies on autism and accommodating autistic people in the workplace. There is a quieter, early access hour at their careers fair and they provide 30 -60 minute mentoring slots with employers. They also have mentors who help prepare students for interviews.
Build capacity throughout the HEI to support autistic employees.
Both autistic students and staff are central to developing an autism friendly HEI, and having official channels to have their voices heard is essential in the process.
“We’re learning from lived experience,” says Fiona Earley.
For more resources: www.autismfriendlyhei.ietarget="_blank" rel="noopener noreferrer"> and www.asiam.ie
