For Faculty

Suggest student uses a daily or hourly planner.  Student can block off times to study, work on class assignments or get tutoring.  Student can also set alarms on phone for when study times start. Have student chose regular times every day to study or work on assignments for each class.  Help student to gather materials needed prior to starting project. Student might also benefit from being able to print out the professor’s PowerPoints prior to class. 

After class or during professor’s office hours, have student repeat back to you what he believes the instructions for the assignment are.  Correct any miscommunication and have student again state what they believe the instructions are for the assignment.

DRC access specialists can accompany student to professor’s office and together ask the professor for help.  When ready, have the student learn to self-advocate and ask professor for help without assistance.  It can be helpful if the professor responds to the student in a positive, welcoming, calm voice.

Students on the spectrum are often concrete thinkers and struggle with abstract concepts.  Black and white, logical thinking are often easier for students on the spectrum.

It is common for students on the spectrum to struggle with seeing the big picture.  They often see details that others do not notice, however fixating on the details can also interfere with completing a project.

People on the autism spectrum often have poor eye contact.  When we insist they have better eye contact it often causes them more anxiety.  Many people on the spectrum are able to focus better if they are not forced to have eye contact.  Some professors mark off students if they do not have good eye contact when they are giving oral presentations.  Just as we would not insist or mark off a person in a wheel chair for not standing up, we should not insist or mark off a person on the spectrum for not having good eye contact.

People on the spectrum often struggle to understand reading assignments that include social situations.  However, this same student may have great comprehension of fact related or scientific material.

Many students on the spectrum have poor handwriting that is difficult to read. Please consider allowing the student to use a computer to take notes, tests and in-class writing essays.

Gently help student to understand that most people are not comfortable if someone gets to physically close to them.  Explain that staying about an arm’s length from other people keeps them out of personal space.

• People on the autism spectrum will do much better in positive environments where they are accepted, respected, and valued.
• Simple tweaks are often needed for students on the autism spectrum to be successful in college. Help student to understand his learning style and find specific tools to help him.
• Utilize the accommodations and guidance of the Disabilities Resource Center – Brainstorm with SOS team about ways to support students on the spectrum.
• Nip problems in the bud instead of allowing them to escalate. Ask DRC for help.
• Let student know you want him/her to succeed and that he/she is welcome to visit you during office hours for help.
• Encourage and build trust with the student. Provide positive feedback.
• Listen to student’s point of view, validate if possible, and gently help student to see things from another person’s perspective.
• Break down difficult concepts into smaller easier understood components.
• Avoid using metaphors, sarcasm, idioms, jargon, words with multiple meanings, (or explain what these mean).
• Provide oral AND written instructions for assignments. Using numbering or bullets, and simple, clear, precise instructions can sometimes be easier understood. Do not expect students on the spectrum to “read between the lines”.
• Ask student to repeat back to you what he believes the instructions are, and correct any misunderstandings. Ask student to again repeat back to ensure he understands correctly.
• Consider allowing student to use a computer to type class notes and class essays if he has poor handwriting. The DRC might also provide a note taker.
• Make sure students understand the DRC can help determine what accommodations might help to support students with disabilities. Students on the spectrum may perform better on tests if they are taken in a room with low distractions and sounds and with lighting that is conducive for people on the spectrum. Fluorescent bulbs may flicker and bother people on the spectrum.
• Encourage student to seek regular tutoring from the very beginning of the semester and throughout if they have previously struggled in this or a similar subject.
• If student monopolizes all of your office hour time, give specific times you are available to help the student. Also help the student to find tutors that are willing to help.
• Self-stimming (rocking, using a fidget spinner, tapping foot) can often help to calm a student on the spectrum. Please consider allowing student to do this if it does not disrupt the class.