Making Music Inclusive in Higher Education (booklet)

Autism Spectrum Disorders

Contents
Types of Autism Spectrum Disorders…………………………2
Arrival……………………………………………………………………………3
Timetables……………………………………………………………………3
Lectures and Tutorials…………………………………………………3
Listening……………………………….………………………………………4
Contemporary and Experimental Music………………………4
Group work and Ensembles…………………………………………5
Performance…………………………………………………………………5
Composition…………………………………………………………………5
Essays …………………………………………………………………………6
Dissertation and Research……………………………………….…6
Useful Information………………………………………………………7

Autism Spectrum Disorders

Autism Spectrum Disorders (ASD) are developmental disorders which effect individuals socially. They tend to prefer their own company which can isolate them from everyone else. In higher education individuals with autism are more likely to be at the ‘high-functioning’ end of the spectrum.

High-Functioning Autism and Asperger’s Syndrome

Individuals with autism are affected in three ways:

·         Social interaction

·         Social imagination

·         Communication

They also tend to:

·         Love routines

·         Be very clever

·         Have an obsessive interest (hobby)

·         Enjoy repetitive movements

·         Be very literal

·         Have over or under stimulated senses

 

         

Arrival

Arriving for most new students is stressful but to those with an Autism Spectrum Disorder it is ten times worse. Giving more time to settle in or having a booklet where basic things are like shops will help speed up them settling in but it still can take around 6 months for a student to really settle down in their new accommodation.

Timetables

Having a set a regular timetable is essential to those with ASD because of their love for routines. If a lecture has to be changed then make sure that plenty of notice is given and that it’s not being changed for a flimsy reason like – to get a longer lie in.

Lectures and Tutorials

Having the room set out the same for each lecture helps although for different subjects in different rooms the layout can be different. Just aim to ensure that one module has one layout so that the student with ASD can always sit in the same place each time.

Making sure that the student is clear about where the room is helps to prevent any unnecessary panic before a lecture. Where times are more flexible in tutorials try to keep plan tutorials ahead rather than just for one week and try to keep them on the same day of the week and even better if it can be kept at the same time.

Having a module handbook which explains what will be happening in each lecture and tutorial helps for the student to plan ahead and gives them a chance to tell you if there is going to be a problem with any part of the lecture.

Listening

Those with ASD are hypersensitive to many things especially to sounds so what may seem loud and high to you will be deafening and piercing to them. This can cause severe distress and pain.

Contemporary and Experimental Music

Contemporary and Experimental music are two areas within music which can be the hardest for those with ASD as these involve repetitive rhythms, non melodic pieces and sounds which can affect them badly. For this the student should be told that they can leave the class when they want and even have them sitting at the back for these modules. Putting all sensory offensive pieces in one lecture and having the student miss this lecture or assigning a different task will help to overcome any issues in these modules. The same goes if a composition or performance is required for this module.

Group work and Ensembles

Working in groups is exceptionally hard because of the tendency for others to exclude them and being in large groups can be very frightening especially if they don’t know many people there.

Finding out who the individual gets on with beforehand and making up the group before the rest are placed into groups helps to reduce the chance of being excluded. Also being in ensembles which are run by tutors rather than students ensures that many of these measures can be put in place and the student will be more comfortable in these types of groups. If possible then offer a solo task especially when a group would need to meet more than 2 times for this task.

Performance

Some of the most important things to tell a student with ASD is how long they have to perform, what style of music it should be and what grade standard or what features get a higher mark. Also it is important to tell them if they are to contact the accompanist by themselves in which case a few suggestions of who is available should be given and to give them the exact date, time and location they are performing in. it might be an idea to put them first on the list to make sure that they don’t panic when things start running late.

Composition

Firstly give a length the piece should be, tell them what recourses are available, like computer software, and give an outline of when each section should ideally be completed.

Having a practice composition task will help you see which areas they struggle with more and will make them more comfortable with composing.

Essays

Expanding on information is exceptionally hard as it can be difficult for someone with ASD to want to write more than the bare basics.

Creating a structure for the essay, for example introduction, point 1, point 2 and conclusion helps the student put the information in the correct order. Also assigning a specific word count for each section makes sure that the student sufficiently covers each point rather than writing out a basic description. Decoding what the essay title means as soon as they are told what it will be ensures that the student understands what is being asked of them and gives you a chance to see where they will have difficulty with it.

Dissertation and Research

Like with essays making a structure for the dissertation is essential even more so because it involves a larger word count. Breaking each part down into sections around 100-200 words each and working through a time plan of when each bit could be done should be the main focus of the first tutorial as well as a to do list of what is to be done that week although it is best to suggest ideas to the student because they know what they are capable of rather than making a list for them.

Useful Information

National Autistic Society: http://www.autism.org.uk/

Autism Helpline: 08450704004

          Monday – Friday 10am – 4pm

NAS self-advocacy booklet for adults of the autism spectrum available for download:

http://www.autism.org.uk/Living-with-autism/Adults-with-autism-or-Asperger-syndrome/Self-advocacy.aspx

University Support Worker

Name: ______________________________

Email: ______________________________

Phone: _____________________________

Individual’s Support Worker

Name: ______________________________

Email: ______________________________

Phone: _____________________________