A student with AS is likely to take a relatively literal approach to language. S/he may miss the nuances of meaning carried by irony, idiom, and other creative or abstract expressions. 

Use clear, direct, non-emotional and non-metaphorical language. Get right to the point. You may feel you are speaking too bluntly, but your student will appreciate your unambiguous communication.

Due to insufficient understanding of the reciprocal nature of social interactions, a deficit in picking up on cues, and difficulty internalizing social conventions, a student with AS may dominate class or small-group discussions or may be too anxious to speak up at all.

Speak privately with your student if s/he is monopolizing class time. Convey that you appreciate the student’s interest and engagement, but that you want others to have a chance to ask questions and discuss the topics as well. Agree on “rules” regarding the number of times the student may have the floor during a period. You may also identify a signal that will communicate to the student when s/he should refrain from further questions/comments.

Affirm your student’s successful efforts to participate in appropriate ways. UDL

Monitor activities in which the student with AS is working with other students. Assign groups yourself, and provide clear and explicit roles and tasks for group members.  UDL

If a student with AS fears engaging with classmates in a small group because s/he does not know how to go about it, talk about the specific uncertainties and work out a role s/he would feel comfortable playing in the group, with explicit guidelines for that role.  

Try to avoid sudden loud sounds or sustained noise.

If the student takes exams in the classroom, allow him/her to wear earphones or other devices to muffle ambient sounds. UDL

Permit the student to use a computer for taking notes, if that is something s/he feels more comfortable doing. UDL

Incorporate a system in which several students each day – on a voluntary or required basis – post their notes for that class on Blackboard (a wiki or discussion board works well for this). UDL

Help your student to identify another student to serve as a note-taker through DRS.

Post a copy of your lecture notes (and/or PowerPoint or other presentation tool) on Blackboard prior to the class, so that any student, including one with AS, may preview the lecture topics and structure. UDL

Before class, post a skeletal outline, graphic organizer, or other structure for students to fill in or expand on when taking notes. UDL

Incorporate a system in which several students each day – on a voluntary or required basis – post their notes for that class on Blackboard (a wiki or discussion board works well for this). UDL

Capture your class sessions or record your voice on a digital recorder and post it on Bb as a podcast. UDL

Allow the student to record lectures and other important informational segments. UDL

When possible, offer students a choice of topics and formats for assignments.  Students with AS will be more highly motivated and comfortable if they can tie their academic work to an area in which they have a passionate interest. UDL

Break down abstract, complex thought processes, skills, or tasks into smaller steps. Organize these so that each one builds on those before. UDL

Provide a calendar at the beginning of the semester, showing all dates for exams and important assignments, as well as interim dates for completing stages of a complex process (e.g., writing a paper or completing a project). UDL

Give your student with AS specific deadlines instead of open-ended time frames.

AS often occurs in tandem with mental illness --- most commonly depression, anxiety disorder, and obsessive-compulsive disorder.  In addition, college presents a high-stress environment for many students with AS, and the challenge is heightened for those who are away from their home support network.

These factors may cause a student with AS to exhibit any of a range of behaviors, including absenteeism, agitation, relentless talking, withdrawal, and disrespect. 

If your student’s behavior is disruptive,    consult the Tuttleman Counseling Services pamphlet “Civility on Campus” for guidelines on prevention and intervention. 

If you notice signs of psychological dysfunction or deterioration in the behavior or affect of your student with AS, offer to help him/her arrange an appointment at Tuttleman Counseling Services, or walk over together after class. 

If your student is registered with DRS, contact that office to let a staff member know what you have observed.