As part of Box Hill Institute’s commitment to providing equal access to learning opportunities for students with a disability, the Student Support Services Centre recently hosted a two-hour workshop designed to assist staff in understanding students who are on the autism spectrum.
Entitled 'Understanding Students with Asperger’s Syndrome and Autism Spectrum Disorder', the workshop was presented by clinical psychologist Dr Richard Eisenmajer from the ASD Clinic in Glen Iris.
Dr Eisenmajer began by describing the three different types of Pervasive Developmental Disorders, and said that it was most likely that Box Hill Institute staff would encounter those with Asperger’s Syndrome (also known as High Functioning Autism). He explained that people with this disorder experience delays in three areas of functioning: social interaction and understanding, communication, and imagination/ play. The condition is found overwhelmingly in males, and those with the diagnosis may present as the 'aloof', 'passive' or 'active but odd' types.
“You’d be amazed at how many people have this type of brain,” said Dr Eisenmajer. “There are engineers, computer programmers, accountants, librarians…” and many are experts in their fields.
Dr Eisenmajer illustrated his presentation with countless stories of the children, teenagers and adults he has encountered in his practice, and gave those who attended numerous tips on how to support students with Asperger’s Syndrome.
“If there’s one thing to take note of today,” he told participants, “is that they have dysgraphia. Handwriting is slow or messy or both, so by Year 7, let them type at school”.
He also explained how students with Asperger’s struggle with executive function, which includes organisation and planning skills, and Theory of Mind (a person’s ability to think about what someone else may be thinking). They are also archetypal visual learners, and battle with short-term auditory memory.
Moreover, teachers and support staff need to be aware of how students with Asperger’s have difficulties with social interaction, need structure, and are often immature for their age, and that for some individuals, there may also be additional mental health issues such as anxiety and depression. Even if the student is 20, teachers should still be in touch with the parents, Dr Eisenmajer advised.
At the conclusion of the presentation, there was an opportunity for teachers to ask questions and discuss some of the particular issues they have faced with their students who are on the autism spectrum.
Student Support Services were able to run this program at no cost to participants as a result of their successful submission to Skills Victoria for Project funding.