SUPPORTING AUTISTIC INDIVIDUALS IN �HIGHER EDUCATION �

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Naomi Martinez-Jones, Director

Jennifer Torrance, Associate Director

October 23, 2024

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A NOTE ON LANGUAGE

USE OF PERSON-FIRST AND IDENTITY-FIRST LANGUAGE

TOPICS TO COVER TODAY

NEURODIVERSITY | NEURODIVERGENCE | NEUROTYPICAL

• Neurodiversity includes all of us. We are all neurodiverse as a human race because our minds and brain functioning are unique to us.
• Under the umbrella of neurodiversity, folks may be neurotypical (i.e., the standard or expected function of the brain/mind) or neurodivergent (i.e., divergent brain/mind).

AUTISM SPECTRUM DISORDER (ASD) AND NEURODIVERSITY

NEURODIVERSITY

• Variation in human brains and functioning (everyone)
• No “normal,” only diversity
• Differences are not deficits
• Encompasses several specific disabilities
• Considered a biological fact
• Related terminology: Neurotypical, neuro minority, neurodivergent

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LET’S DEFINE: AUTISM SPECTRUM DISORDER- DIAGNOSTIC AND STATISTICAL MANUAL OF MENTAL DISORDERS (DSM-V): NEURODEVELOPMENTAL DISORDER

• TERMS SUCH AS “HIGH FUNCTIONING” AND “LOW FUNCTIONING” ARE CONSIDERED OUTDATED AND HARMFUL.
• PROVIDED A MORE HOLISTIC VIEW OF AN INDIVIDUAL’S PROFILE.
• NOT A “ONE SIZE FITS ALL APPROACH.”

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MATT LOWRY’S AFFIRMING DEFINITION

• Differences in communication: tendency to talk on tangents, tendency to talk passionately about special interests, and tendency to not engage in small talk.

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• Differences in nonverbal communication, including stimming/whispering while talking, looking at something else while talking, and appearing somewhat bored with conversations.

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• Due to the above differences in communication, autistic people tend to be shunned by neurotypicals and therefore are conditioned to believe that we’re somehow less social.

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• Licensed Psychological Practitioner (LPP)

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https://mattlowrylpp.com/

AUTISTIC COGNITIVE PROCESSES…

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Attention: Lack of sustained focus

Impulse control: Acting or speaking in the moment or making decisions without thinking through the consequences.

Working memory: Auditory processing can be difficult. How much can the brain hold while being asked to do doing something else. Explaining a process but wanting to verify information prematurely.

Unplanned changes: Adjusting/switching/changing tasks in the moment.

Thinking through logical steps: Not jumping to conclusions about a situation but rather stepping back to assess the situation.

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Problem-solving: I am not sure how to consider the feedback that I was given. One perception, and possibly struggles with other’s perceptions.

Planning and Organization: Major projects/papers. How do I divide this into sizeable chunks. Meeting deadlines; prioritizing important events.

Regulating emotionally:

• “All or none”
• Past experiences- hindering current perspective: Lack of trust. One bad interaction with a faculty or staff = all bad interactions with all faculty and staff.
• A fear of being wrong
• Driven by factual information
• Difficulty with the “grey” area

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BACKGROUND

REASON FOR SUPPORT PROGRAM

THE DEVELOPMENT OF MASON AUTISM SUPPORT INITIATIVE

MASON AUTISM SUPPORT INITIATIVE (MASI) OVERVIEW

��MASON AUTISM SUPPORT INITIATIVE STRUCTURE��

• Fee-based programs for degree-seeking students admitted to George Mason University
• Available to freshman, transfer, current, returning, in-state, and out-of-state students
• MASI/EFP Team
• Professional Staff
• Associate Director
• Assistant Director
• Student Support Specialist (2)
• Part-Time Staff
• Learning Strategists/Learning Coaches (23)
• MSW Intern (1)
• Peer Mentors (8)

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MASI Program Trends 

MASI OVERVIEW

LEARNING STRATEGISTS

• MASI specific social events
• Virtual, in-person, hybrid, on-campus, off-campus, etc.
• Campus life/social events
• Clubs, organizations, small and large campus events, etc.
• Navigating college
• Campus, group work, resources, supports, etc.

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• Academic strategies
• Time management, organization, planning, prioritizing, etc.
• Well-being
• Stress management, social/work life balance, etc.
• Resources
• Academic resources, mental health resources, job/internship resources, etc.

PEER MENTOR

UNIVERSITY (UNIV) COURSES

SOCIAL COMPONENTS

GENERAL BEST PRACTICES�AND�RECOMMENDATIONS

WHAT YOU MAY OBSERVE

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• A very engaging, intelligent, kind, and interesting person
• Detailed-oriented with a will to exceed standards
• Lack of eye contact
• Blunt correspondences (e.g., in email or verbally)
• External/internal self-talk (e.g., the person may appear to be whispering as you are talking to them)
• Focusing on subject matter not related to the situation (e.g., perhaps sticking to the facts a bit more than what is expected) or making off topic comments.
• Misunderstanding “Social Norms: Lacking small talk; saying things without knowing how it might impact the other person.
• Inconsistent attendance is likely due to coexisting disabilities (e.g., Anxiety/Depression)
• Overstimulation (e.g., needing a break from masking)
• Missing important deadlines
• Appear impatient in conversation

REFRAMING BEHAVIOR

BEST PRACTICES IN THE CLASSROOM FOR THOSE WHO ARE NEURODIVERGENT

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• Thank the student for disclosing this to you.
• Reinforce what does the student want vs. what are automatically implemented accommodations.
• When possible, have PPT’s/handouts/materials available ahead of time.
• If recording is an option for your course, offer that to all students.
• Offer breaks, as needed
• Pair students up:
• Finding a partner for some can feel like being picked last.
• Offer to meet the student privately to discuss their strengths and needs.
• Provide extra time to process directions/information.
• Never ask someone to look at you when speaking.
• Pause if needed
• Responses can seem off-putting, not thoughtful, or unempathetic.

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BEST PRACTICES

INDIVIDUAL MEETINGS

�Things to Remember�

• Not abiding by expected “norms” ≠ disability
• Disability is not monolithic
• Individualized approach
• Consider personal preferences
• Follow the individual’s lead (identity, need for assistance, etc.)
• Students are intersectional in their identities
• Proactively plan for accessibility and inclusivity
• Environments, events/programming, meetings, etc.
• If you’re not sure– ask!
• Don’t ask for specifics about their disability- it’s their choice to share

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PROCEDURAL RECOMMENDATIONS

QUESTIONS?

THANK YOU!

Naomi Martinez-Jones - nmarti20@gmu.edu

Jennifer Torrance - jtorranc@gmu.edu