Autism - NL

1. Introduction.

Young people, diagnosed with an autistic spectrum disorder, are streaming more and more frequently into higher level education and are experiencing there study problems and incomprehension. The handicap + study helpdesk are also receiving queries about study problems from students with autism. Both students and trainers need more information about study with ASS. Handicap + study, the expertise centre for study with a disability took the initiative to set up a commission 'Studying with Autism’ which has gathered the information into a reader ‘Autism and study in 3rd level’.

The commission studying with autism gathered information for one and a half years about how unnecessary obstacles in 3^rd level for students with ASS could be lessened. Advice was also given to study advisors in the technical departments of both scientific (WO) and higher professional education (HBO), as many ASS students choose these courses.

Reader

The reader is intended for (prospective) students with ASS in HBO and WO and their support staff such as study advisors, student deacons and professors. You will find general information about autism, advice for students, teachers and support staff as well as tips to aid study success in this reader. There is an inventory of guidance and support availability throughout the country.

Misunderstood

Students with ASS don’t receive adequate specialized support. They usually have come a long way already and are regularly faced with problems which hinder their studies. The kern problem with autism rests with the processing of stimulate by the brain. Students have great difficulty in selecting, ordering and attaching correct meaning to the stimulate coming their way. In order to cope as well as possible with these difficulties they are dependent on well adapted support from people who understand their difficulties. Professors, deacons and support staff are usually lacking specialized knowledge about autism.

‘No two autistic people are the same’ A Personal Experience

It took Ewout Pool (24) 6 years to deal with the fact that he has an autism related disorder. At this stage he has learnt to deal with it and can easily talk about it.

He is doing it for others with an autism disability. Pool wants to ensure that there is more attention paid to the typical problems experienced by ASS students by higher education.

Ewout is in his 6^th year of history at the University of Utrecht specialising in middle age studies. He completes his study this year with “criminality in late middle age Utrecht” and hopes to find a job with the Utrecht archive institute or with a publisher of history books. E communicates with ease and is very sharp. But as he explains it is learned behavior. “for example I tend to stare at a chain or a picture. Now I am aware that other people find this unpleasant. And that you should always keep an arm-length distance from people. I’ve also trained myself not to keep eye contact for longer than 3 seconds, So the other doesn’t experience it as unpleasant" According to Ewout.

When he was 13 he was diagnosed with PDD NOS, pervasive development defect not otherwise specified being the official term. Characteristics of this condition are serious social contact problems, verbal and non-verbal limitations, but to a lesser extent than people with classical autism. Ewout explains that it is difficult to learnt ‘social cop on’. The explanation for his reasonable though not automatic social intelligence is that his mother ‘spoon fed’ him with it. “If you can do another a good turn then you should" according to Ewout. And that is why he researches autism and study with PAS in his free time.

Period of time

Ewout felt at home in primary school because it was a small cosy school with a lot of attention for students. His disability was noted but was diagnosed as MBD, Minimal Brain Damage. When he was 11 he went to a boarding school in Groningen as it would be good for his ‘brain problem’. I wasn’t suited to the boarding school itself but it was there that I came in contact with a very good psychiatrist in the academic hospital. He diagnosed me correctly. If I had been born 30 years earlier I would probably have been locked up in a psychiatric institution which I would have only been allowed leave once a week. Because of this it is lucky I live in this age, and that my mother always made sure that what I needed happened. I am very grateful to her for that” according to Ewout.

Ewout did his 1^st and 2^nd years (bridge classes) at a paedological institute, and then went to the Pleysier zmok school in the Hague. This school obtained experience with autism partly because of Ewout. Classes consisted of max 8 students and the students all did state exams which meant they didn’t have to do any school research. The individual attention, the good structure and the personally evolved learning curve all contributed to his feeling really at home there. Ewout “ even so I was very secretive about it in Almeer. People had to perceive me as normal. But then it was silly that that I told people that I had to go to school in the Hague every day.

Minimum marks

The changeover to the university was less of a shock than he expected. Ewout “That was because you could finish a subject in blocks of 6 weeks. Contact with other students went very well. In such a group of 15 students and a mentor I told a few of them what was wrong with me. And that was accepted. I did get only the minimum mark always around a 5 or a 6. But I only failed two subjects and in the 2^nd year I had my preliminary exam. With middle age studies I like the distance in time and there is plenty written about it. I had no official support in the university although I spoke to them beforehand with my mother and someone from the Pleysier School. I would advise other autistic people to study something they are interested in with not too much social interaction. History teacher wouldn’t be a suitable career for me whereas researcher in an archive would. The conventions are fixed there. I know a teacher who has Asperger and has a lot of trouble keeping discipline. Then the Pleysier school placed a video recorder in the class in order to confront him with his behavior. He learnt a lot from this and it went better afterwards. But I would avoid that sort of situations.

Teaching System

When Ewout knew that he wanted to study history, he looked into which teaching system would suit him the best. It ended up being Utrecht. ‘The thing an autistic person really hates is that problem oriented teaching system. An autistic student sitting in a group like that doesn’t know what to do, there is too little structure.

In the end they get into a lot of trouble with their fellow students and the tutor. That is a complaint often heard from autistic people. They prefer to work alone or with a very clear description”. He would\also advise autistics to steer clear of their ‘fixation’, an obsession for one particular subject in which people can get totally lost. “It depends on if your ‘fixation’ has a practical application. If you are fixated on street lights then you’d have to think of something else but if you are fascinated by space travel or computers and if you have the ability to do something with it then maybe it would be ok. No two autistics are the same, take that from me. And that is the problem because there are no standard solutions for us. My rule of thumb is that you should always tell people what is wrong with you, or at least what helps you. If you keep denying your problems as a student, it won’t work. Where that’s concerned a student supporter should always encourage you to tell the group. My thesis assistant is very personal and structured, perfect. We make work schedules together and he gives information in easily digested chunks, while giving tips that are academically responsible.

02. General

The Dutch Autistic organization uses the term Autistic Spectrum disorder. Spectrum is used in the sense of a multicoloured fan, to demonstrate that an autistic disability can have many forms of expression. The DSM-IV, an internationally used classification, recognizes three main types:

The autism disorder
The Asperger disorder
PDD.NOS. pervasive developmental disorder not otherwise specified

In practice there are sub groups which are not so easy to distinguish.

In the social sphere there are 4 groups distinguishable:

The aloof group: An unalert group, who keep themselves apart and are strongly introverted.
The passive group: a passive group, who allow contact but don’t take the initiative themselves.
The active but odd group: these people spontaneously and actively seek contact, but do it in a strange and sometimes demanding way.
The over-formal, stilted group: this group is stiff and wooden and formal, they are excessively polite. This social tendency can change depending on circumstances and during the walk of life can shift.

ASS is a disorder in the processing of stimuli

People with ASS receive sensory stimuli but process them differently. They often pick out one detail and assign a literal meaning to it. They have difficulty in understanding the stimuli in a meaningful way. They perceive things but are less proficient in making the connection between things, people and events. The world is more like a state of chaos for them with a jumble of impressions. Because of their difficulties in attaching meaning to perceptions, it is very difficult for them to gain insight into their surroundings. People who find it so difficult to see connections in their world are bound to have difficulty with:

Relationships with people;
Verbal (linguistic) en non verbal (gestures, understanding of facial expressions) communication;
Unexpected Change.

Explanatory Theories

At the moment there are three theories which try to explain the problems with which people with ASS wrestle. These are the Theory of Mind (T.O.M), the Central Coherency Theory and Executive Function.

Executive Function is connected to organization and planning of behavior. When the executive function doesn’t work properly, then there is too little direction given to brain processes which adversely affects complex behavior. Complex behavior is necessary in situations which demand fast and flexible reactions.

By Theory of Mind is meant 'having a theory of consciousness'. It hinges on the understanding that every person has their own thoughts and perceptions which are separate to another’s thoughts and perceptions. This understanding makes it possible the view matters from a different (personal) perspective. It is the most important pre-condition for the development of social insights and abilities. People with ASS have a badly developed theory of mind and can therefore onluy experience the world from their own perspective.

Central Coherency Theory refers to the tendency of people to gather information together in order to attach meaning to it. This appears to often be problematic for people with ASS. The focus more on details and don't get an overview because of this. This phenomenon can present itself with all sensory perceptions for example in the perception of sounds and voice.

III What are the consequences for students with ASS

Measure of Independence

In the case of students with ASS, there can be areas where the development of independence has reached its limit. They can find this difficult themselves to accept and to report. Because of this it is not always apparent during the supervision meeting(s) where eventual problems can arise in the course of the study. Regular consultation with people who are close to the student like parents and assistants from the RIAGG (umbrella organization for people with psychological problems) is to be recommended.

Distraction and concentration problems

This ties in with the difficulty of seeing the broader perspective and in the inability to see the connection in matters. All stimuli are given equal importance and so constantly demand attention. Because of this the attention is constantly drawn to other matters. Concentration problems appear because of bad filtering and attention to the information at hand.

Problems with placing in order and with organization

There is less insight into general principles and therefore difficulties with meaningful arrangement in order. Because there is a need for placing things in order, the person with ASS has usually already developed a system which is not really helpful.

People with ASS find organization difficult also. Organisation requires forward thinking, something that people who are attached to the here and now find very difficult.

A limited range of interest and a tendency towards rigidity

Because of their bad overview, the tedious arrangement of impressions and the difficulty with planning and delineation from future actions, the field of interest becomes narrowed down to bite size pieces. This negatively influences the planning, delineation and starting of future actions.

Communication difficulties

People with ASS have a strong tendency towards concrete as opposed to symbolic thought. Difficulty with symbolic thought has a direct negative impact on the ability to communicate. Communication stands and falls with the ability to think in symbols. The limited reciprocity also limits communication: There will be less inclination to exchange, while the mutual stimulation, the development of self through others will often be lacking. Because of this people with ASS make less use of the positive forces around them.

Stress, feelings of inferiority and depressed reaction

Stress comes because of learning difficulties and not understanding matters. Rigidity is perceived as unwillingness, deviant communication is seen as ridiculous, slowness in thinking as laziness, limited reciprocity as egotism.

03 Intake

By holding an intake meeting you can provide adequate support at an early stage and take correct measures. Students with ASS, who have chosen a particular course or are still busy with the selection process, should make an appointment with the educational institution as soon as possible for an intake meeting.

Most higher level institutions and universities have a student deacon or contact person who looks after students with a disability.

Who carries out the intake meeting and where

The organization of the intake and the support offered can differ per institution. Support can be divided into the so called first- and second- line support. The support person in the first line is then a mentor, tutor or study advisor involved in the course taken and in the second line it would be a psychologist or student deacon for the institution.

Also with respect to the initiative of the intake meeting, there can be differences between institutions. Some invite the new student with a disability explicitly, while others expect the student to make contact.

A few of the colleges and universities inform students with a disability of the supports when they apply. A student can report their disability in writing voluntarily. The information is passed on to a staff member who deals with it in confidence. They invite the student to an intake meeting. This can take place before the start of the year or at the start of the term. Meetings are always confidential. Understanding of ASS and respect for the student are necessary for a successful intake. Preparation increases the chances of success. In paragraph 4 of this chapter provides a format in which possible points of discussion for both the student and the intaker. The intaker has to be aware that the student can finds it difficult to talk about their disability. This can be because of shame, because of former experiences or the idea to ‘do it myself’. A protocol for the meeting gives clarity about arrangements/undertakings made. This protocol also optimizes the sounding out and handing over to other involved personnel within the institution. In the context of privacy, this information is only passed on to other staff if the student has given permission for this. (see paragraph 4).

II The student registers(doesn’t register) for intake

One can differentiate various situations:

The new student already knows about ASS, the diagnosis has been made. During their previous studies the student has already been confronted with aspects of studying which he had to take into account or where problems and/or functional limitations surfaced. He possibly received study support. This student knows what he must watch out for in the new study. He is an expert by experience. Based on his own experiences this student will probably take the initiative themselves for an intake meeting.

The student doesn’t know (yet) he has ASS.
This student won’t register for intake himself. The student or tutor or fellow students notice that there is something wrong but the cause won’t be clear. Processing information, difficult with social contacts, difficulty concentrating can be signals which prompt the student to apply for a meeting or study support. During the meeting the intaker may suspect ASS and suggest this. In 3rd level steps can only be taken if the student registers himself with a mentor or deacon as having study or other problems
The student knows there are problems but denies them.
He knows that there are specific (study) problems, the ASS diagnosis could be made if the student takes the initiative. This student doesn’t make contact with a study mentor. Here also the case is that initiatives and actions can only be undertaken if there is a reason for it. Like for example the study results. The student should be open in looking for the reasons and in looking for solutions.

III Study- and Career choice

The deacon at second level plays a large role in the choice of study. It is advisable to visit open days. Students with ASS are well advised to make personal contact with the institution in which they are seriously interested. In every discussion about study choice, the issue of freedom to choose whatever study or career is always true, once you fulfill the entrance criteria. In a meeting about study choice the issue of possible financial and practical consequences can be discussed.

It is important to find out what points are valid for many students with ASS:
Technical studies are generally more successful than studies with a more social/communicative slant.
A course which is organized so as to be small and with a good overview, increases the chances of success.
The way in which teaching support is organized and executed also influences the chances of success.
Knowledge and experience of students with ASS in the institution plays its part also.
The institution’s policy with respect to realizing support for students with a disability is decisive.
The option of a full or part-time course can be desirable because of the study pressures. Following a distance learning course could also be an option, like the open university.

Reorientation of study or career choice

Sometimes there are still problems after months or even years of study, or the student fails their exams. The student then loses their motivation. The process of choosing can begin anew, they can ask the study advisor, who has stood by them up till now and who knows the bottlenecks, for help and support. The student has the freedom to choose another mentor who suits his personality better. Based on experience learnt, a reorientation talk takes place about study and career choice.

IV Conducting an intake meeting.

With the help of a format both student and intaker can prepare themselves for holding a meeting. Suggestions for topics can be found in the appendix of this chapter. The intake meeting follows three phases, the orientation, inventory and the realization phase. During the orientation phase the student’s situation in relation to ASS is examined, as well as their previous school experiences and their social circumstances. During the inventory phase the study choice and expectations, supervision and bottlenecks are discussed. In the realization phase concrete arrangements are made about provisions, support and follow-up discussions.

Intake is not a once off activity. The agreements which are arrived at about provisions and support should be seen as part of a growing contract. During the course of the study additions and amendments will regularly take place.

Communication tips

Tips for the student

Prepare yourself, write down questions.
Formulate questions and subjects for discussion clearly and concretely.
Mention the fact that you find it difficult to discuss certain issues.
Don’t try and be something you are not.
Make notes or record the discussion. Discuss this beforehand.
Ask questions if you don’t’ understand what the other person is saying or means.

Tips for the Intaker

Make sure the meeting takes place in a quiet location. Turn off the phone and computer. These can be extra stimuli.
Clearly state the purpose and the duration of the discussion at the start and have a definite structure.
Show understanding and respect, take the student and their questions seriously.
Realise that the student may find the discussion difficult, if the diagnosis of ASS has been made the situation is different than if there are doubts about the diagnosis. Whatever the case there is a good chance that the student feels they are ‘different’. Put concrete questions and dig deeper, be clear. If the student sets limits don’t go beyond them. Start with closed questions and progress during the course of the discussion into open questions. Do this in tune with observations made during the discussion.
Give the student tome to formulate their answers.
Pay attention to non-verbal communication.
React in an emotionally neutral manner.

Protection of privacy

In the course of the discussion confidential and personal matters will be discussed. The student does not have to give this information. The consequences of this is that he may not get the support he needs.

In the context of protection of privacy confidential information such as medical reports, personal information must be handled very carefully. The intaker will state this clearly at the start of the discussion. It will also be clearly stated where the report on the discussion is kept and who has access to it. Without the student’s permission the intaker will not pass on any of the information received to others. At the request of or in consultation with the student, the intaker will make contact with other involved persons with regard to supports both within the course and outside the course.

There is a code of conduct or privacy arrangement in all educational establishments which deals with this topic.

V The right to supports

Various rulings are applicable. In all cases the deacon is the link in relation to information and application. In most cases it is required to be in possession of a medical report. Extensive information can be found in www.handicap-studie.nl under the heading ‘my rights’.

04 From study obstacles to solutions

Based on various studying activities there are several solutions provided for obstacles forthcoming from studying with ASS. In particular the struggle to process information and interact socially.

1. Read up on lesson material

2. Attending lectures and making notes

3. Participating in workgroups, digesting information, presentation and working together in a team.

4. Making individual projects, papers and thesis

5. Doing oral exams, practical exams and written exams

6. work experience

General tips for students

Studying with ASS is not always the same and not every solution is suitable for a student. Sometimes it is only clear at a later stage to see what the practical use of particular solution is for the individual student at home or in the college. As a general rule it is useful to inform your teachers and fellow student about your functional obstacles and in relation to processing information and communication. Remember to inform them the best to communicate with you. Most students benefit from a 10 minutes talk with the leader every one or two weeks to discuss the progress and plan the next activities. If you find it hard to ask for help, please bring along someone you trust who can explain or arrange things for you.

General tips for teachers and support staff.

Students often feel the need for specific guidance and structure. Part of the solutions presented to the students are not stand alone solutions and are only effective when they are part of the overall guidance course. We recommend frequently reviewing the chosen solution for the particular problems in relation to processing information and see if it actually works.

It is important for teachers and supporting staff to accept that processing information and communication disorder require particular adjustments from their part. After all, they are the ones who can provide the necessary support.

In general, teachers and supporting staff are the ones who can ask the students what is the best way to communicate with them. Most of the time, the student can indicate what works for them. Most student benefit from a steering, pragmatic and business like approach. Be steering and directive in offering lesson material, tasks and instructions.

Most students benefit from a 20 minutes meeting every one or two weeks with their teachers or supporting staff. It is good to let invite the students and let them take control. Plan the meetings on a fixed time of the day and fixed day of the week. To ask a number of concrete questions are the best. Discuss with the student a suitable study plan that you go by and take into account. How is the contact with other members of the work group. Do you have an overview of your activities and do you need further help or assistance.

A student who is struggling to digest information requires a lot more extra effort. It is necessary to take that into account and a little break during the meetings is very welcome.

The timing of handing in work by the student must suit the students’ capabilities.

It is also important that the teacher or the supporting staff respect that a student with disabilities has reached their peak of independence. Teachers and supporting staff should show respect and acceptance at this stage.

It is possible that teachers and supporting staff may find it quite difficult to build up a functional relationship with the ASS student.

Teachers and supporting staff can always work together with or ask the support of experts in the ASS field and GGZ.

Please refer to bbznederland.nl or Chapter 6 of this document.

Obstacles while studying

Processing information is a hard for ASS students. They find it is no so fast, very hard to distinguish the main subject from the sub-subjects, and it is hard to make abstracts. Too much information at a time causes problems and one requires good planning.

Students are sensitive and distracted by lights and sounds. They are not very flexible and therefore are dependent on a clear structure and want to know what is expected from them. Students often have a strong interest (sometimes obsessive) in one particular subject and may overestimate themselves, in particular with the Asperger condition.

Problems with processing information may lead to low social interaction

Not picking up subtle signals, verbal as well as non-verbal. There is often a one direction communication and they may take up expressions literally. Sometimes they are annoyed out of the blue. It is easier for the student to take up a neutral standpoint.

A combination of in-security and lack of affirmation and a feeling of im-perfectionism often leads tear of failure. This often results in fatigue and irritations. Coming in late for a lecture may lead to stress.

1 Tips for students – how to explore study material

Actively interacting with the study material

Use underlining, reading out loud, moving as you read, listening to spoken text while you are running or cycling, let someone read sections of the text to you.
Read attentively. Use for example an alarm to force yourself to study with full concentration for a certain length of time. This way you can more easily prevent your mind from wandering.
Make summaries. ‘Mindmapping’ is a creative way of making a summary, so that you structure the material, make connections and so remember the material better.
Please refer to: ‘Gebruik je hersens’ van J.W. van den Brandhof, Hoevelaken 1998 http://mindmapper.terhoeve.com
Structure your notes/ lesson material. Create folders per topic and keep your notes in the same folder. This way, you can find it easily and enabling you to keep things in order. A computer or diskette is also very handy.
Use a typoscoop. This is dark piece of plastic with a groove cut out which enables you to read only one line at a time. Do you need help obtaining these skills. Do a course in reading techniques or study skills and check beforehand if this particular course suits your needs. If you find the course is too general, then ask for personal guidance whereby you can apply what you learn at the course to the study itself. Please refer to ‘Gebruik je hersens’ van J.W. van den Brandhof, Hoevelaken, 1998, for reading and memory technique. Ask you teacher for reading and studying tips.

Concentration during studying

Create an individual study area. A quite and familiar room without any distractions for studying video and audio material. Do this at home and in college.
Create an area without irritations with adjustable lighting.

Planing you study time.

Make a day and a task orientated plan
Make a studyplan.
Make a together wi
Divide up (together with your study advisor) your education activities tuned to your possibilities. Keep in mind that there will be delays and temporary stops.
Attend a time-management course and check beforehand if this course suits your particular needs. If you find the course is too general, then ask for personal guidance whereby you can apply what you learn at the course to the study itself.
Ask for assistance from your study advisor, mentor or tutor when making a task orientated plan.

Tips for Tutors and support staff about presentation of course material

Make sure the material is easy to read and well laid out. Customise course material to readers, audio-material or disks and CD-roms. Offer clear structure and language, clear instructions and a concrete action plan.
Body text size should be 12 point, clear font family like Arial, distance between lines at least 1.5 line
Maak teksten in 12 puntsletter, duidelijk lettertype zoals arial, regelafstand1,5.
Provide information on disks, CD-roms of via network
Provide clear
Zorg voor heldere assignments.
Provide structured course material in order for students to plan their study time
Provide assistance for students to plan their studies
Provide study tips

2 Tips for students on attending lectures and making notes

Active involvement at the lecture

Write new and important words and concepts and revise as long as is necessary.
Sit near the tutor
Sit near a fellow student who can help you.
Record the tutorials on cassette or voice recorder.
Copy a fellow student’s notes and ask for financial assistance for this.
Use a note-taker. This is someone who can make notes for you. Find out from the study supervisor if there is

Discuss clearly with your tutor what your needs are. Make agreements.

Ask your tutor for lesson material in digital form for example disk, cd-rom, network or internet.
Ask for lesson material in advance.
Ask especially for college material in digital form.
Ask for concrete information about desired and expected behavior of students.
Ask the tutor to send appointments and assignments by email.

Plan your participation at lectures according to your ability to concentrate

Plan your attendance as well as possible. Take for example time of day and spread across the entire college year into consideration.
Attend the lecture with another group for example if class times are better.
Find out if/when a repeat lecture will be given.
Plan for breaks in between, making use of the provided rest areas. Sometimes there is a space in the library which is hardly utilized.

Make arrangements about participation in compulsory lectures. Look for alternatives.

Ask for leave to be absent or leeway about compulsory attendance.
Ask for well timed clustering of learning activities.
Ask for access to a specific person with whom you can discuss suitable timetables and sudden timetable changes.
Ask for choice of tutor. If you can choose, take your lectures with the lecturer who takes you most into account and whose style of lecturing best suits you.
Suggest an alternative way of getting the lesson material. Ask if the lesson could be recorded and be then made available on the internet or cd-rom or video. Perhaps the lecture could be recorded live on a webcam. Ask if the module is available via the internet or ask for a self-study module.
Make the choice to follow a section ot the material. In some courses its possible to just pay the subjects you take. In this way there are more possibilities for flexible and spread out learning.

Tips about lecture provision for tutors or support staff

Use clear language which can be interpreted in one way only. Avoid word play and imagery. This can often be taken literally.
Give lessons with a clear structure.
Give clear oral explanations with written information.
Give clear written explanations with oral information or presentations. Do this also with respect to expectations of students as regards independent execution of an assignment.
Give an overview of material you intend to cover and make connections with related material.
Review new, important words and concepts and write them down.
Give good clear feedback.
Give breaks.
Take the student’s tempo into account.
Offer support if needed. Think of making lesson material available on disk, CD-rom, network or internet. Make sheets or notes available beforehand. Give the opportunity after the lesson to ask questions or to give information. Give the opportunity to ask questions via email or telephone.

3 Tips for students taking part in work groups: processing the information, summarizing and making presentations

Make use of aids

Record important discussions on a tape or voice recorder
Use a voice recorder instead of taking notes
Use a laptop
Make a communication folder. This can contain notes, appointments and other relevant information
Use an agenda to record important information and all your appointments directly.
Communicate with your work group by email, chat, msn or telephone. Handy for consultations outside the work group meetings.
Tips in making a presentation: use supporting media like sheets, Power Point, bullet point sheet or video
Direct your presentation to a certain person, Ask their permission to do so.

Make arrangements with fellow students and your tutor about tasks. Write everything down: certainly communicate clearly about your own task.

A fixed structure to the hours of contact between tutor and work group.
Work group meetings at favorable times and in a favorable space
Have a concrete plan ready about how you will escape if it all gets too much for you or there are too many stimuli.
Reserve in time the same suitable workgroup room.
Limit changes in the location of the room.
Time table periods of rest.
Elect a chairman to keep order in the group and to summarize.
Work together with a permanent partner or ‘study mate’ in and outside the work group.
Take part in a limited number of assignments and work group meetings.
Make presentations in a small group.
Make presentations at suitable times on suitable days.
Cluster presentations and exams. By doing as much as possible on the same day you won’t have to come to school so often.

Look for possible alternatives and discuss these with your tutor

Suggest an alternative way of showing group work competence.
Ask if you can read your presentation.
Ask for individual assignments besides shared work group assignments.
Write an account of your contribution. Mention learning points you missed and suggest ways to make these up.
Ask to have the deadlines for presentations and assignments spread out.
Ask for a limit on the number of assignments.
Ask for a ruling on absenteeism or easing up of compulsory attendance.
Ask for an individual study path as an alternative to workgroup assignments.

Ask for help or extra guidance.

If you find it difficult to ask for extra help or extra guidance take someone you trust with you so you can make your needs clear.

Ask for support by a trusted person.
Ask for extra supervision and support about your study progress.
Ask for support in making an inventory and in dealing with bottleneck.
Ask for support or follow extra training in for example communication skills, fear of failure training, assertiveness training, learning to work in a team, social skills and such like. Make sure that the training is suitably aimed at your personal learning goals.

Tips for tutors or mentors for support of workgroups.

Use clear language that can be interpreted in only one way. Avoid playing on words and imagery. These are often taken literally.
Structure the work group agenda.
Don’t give too much information in one go. Students need more time to process information.
Give clear detailed instructions and the steps that’s need to be gone through.
Make clear arrangements about information supply and communication with the work group. In preference in writing. Inform students about changes clearly and in time.

4 Tips for students about individual assignments, essays and papers.

Bring structure yourself into the writing process.

Check regularly with your tutor or mentor that you are clear about the assignment.
Work according to a plan. Make a daily plan and a task oriented planning and review them regularly.
Include breaks in the plan. And do relaxation exercises.
Use a work agenda in your planning, spoken in a voice recorder.
Study at home in a quiet environment. Remove objects that will distract and ensure you have good and relaxing light.
Organize a network card on time to connect your own laptop to your college’s network .
Plan your computer use in the library on time.
Look for a quiet stimulus free study space in the educational institution. Sometimes there is a space in the library that is hardly used by students.
Look for tips in other sections of this reader.

Look for alternatives and discuss them with your tutor/mentor

Make a year overview of assignments to be submitted and make a proposal to have them spread over the whole year.
Ask to do the assignments in blocks.
Ask for alternative submission dates.
Suggest doing the assignment with a fellow student.
Ask about the possibility of presenting your assignment verbally.
Ask to be allowed to submit sections on tape.
Ask to be allowed to do a video presentation instead of the assignment.