Looking for guidance

Good point. Thanks for that. Reading all this it becomes even clearer that we are probably worrying more about social and emotional issues rather than academic ones - but meeting a tutor before term starts would be a help, although I guess that will happen at interview and probably at the open day.

There's not much info around, it seems, for 16+ higher functioning folk. There seems to be so much more about tots and small children, for whom there's more of an established pathway, even if not always easy to access.

Best wishes..

I forgot to mention above, you can usually arrange for a meeting with the disability support staff ansd a course tutor before enrollment.

I have attended these a few times for students on the spectrum as it was a chance for me to meet a prospective AS student and see for myself what issues might arise. That also means I'm on the spot to highlight any problems I can see arising from the exchange.

Not all universities will do this but I think it is a good idea to request something like this if you can. It doesn't follow that disability support staff in student services will know the issues in the teaching environment. Indeed some learning support people think all the lecturer has to do is go in, teach, and walk out - possibly influenced by more traditional university experiences a few decades ago.

But the student with AS is the one being taught and assessed by teaching staff. The parents and the disability support staff are both to one side of this, so the earlier students and teaching staff meet up the better.

Your daughter sounds like she should do well.

Usually you can arrange to get feedback from Student Services Disability support, its the teaching staff however who set and mark assignments, and these days there are heavy strictures about confidentiality. Where I worked the student would have to have signed a written authorisation AND my head of division would have to approve and monitor any communication. But not all universities are as worried about confidentiality.

Usually university life is highly beneficial, and it is rewarding to see students arriving with all kinds of difficulties who really make great strides forward in a university environment. It seems to be advantageous for people on the spectrum. But remember getting a job after can be a real let down.

While your daughter sounds fine there are problems that arise are issues for other parents to consider at this time. Not doing the work set disadvantages many students, and while it can arise with students on the spectrum, it is also an issue with otherwise NT students.

To be honest the criteria for assignments and learning outcomes are written by committees, and while teaching staff try to make them more understandable they are not allowed to "alter the letter of the law" as it were. So I can understand why students blank them and miss things they needed to do. We preach "read the question" but its often like they never have (in reality because they don't believe we mean it).

Find out what is the course content across three years of study. Usually there is explanatory material available, in hard copy or on-line. Look for anything that might prove a sticking point. Check for group work (assessments worked on by a group for a group mark may create problems for students on the spectrum). Ask if an individual piece of work can be accepted from someone not good at group work.

Some subjects have laboratory work, which might involve smells or handling chemicals - which can be an issue for people on the spectrum. Some courses involve field trips, some day trips some overnight or residential for a few days including overseas trips. It travelling in a coach or a minibus an issue? Would sharing rooms in a hostel be an issue?

Look out for off-site teaching. Where modules are shared with a local college, some teaching might mean bussing to another campus for lectures.

I keep preaching in here about subject choices that aren't necessarily appropriate. Just because someone is good with numbers doesn't mean a course in mathematics, especially pure maths is a good idea. Pure maths is highly abstract and theoretical. Someone who likes numbers might be better doing accountancy. Likewise just because someone is good at computer games doesn't mean they would enjoy a computer course, where they have to do lots of things outside their comfort zone.

Universities vary widely what they require re registration of disability. Some will accept a previous SEN document, others may have their own assessment or a contracted out assessment, and some of these have to be paid for but if you get funds they can be used to repay the fee.

Thanks Longman, for taking the time and trouble to reply extensively. We're looking at a modular set up without any exams, which will be good for our youngster. What you say about more directed work and closer communications with the tutors will actually work in our favour as she is obsessively keen on getting everything done 'perfectly' and in on time. Never misses a deadline for an assignment (even if working all night, much to our horror). Used to uploading and downloading work online and using email and the net, so that would be good. I can't imagine ours wouldn't give us feedback on how things were going but some things get 'lost in translation'. Is there a scenario where a student could give their permission for feedback once a term say, so we'd get more of a picture?

At the end of the day it's maybe not going to be that different from anyone else going to uni. Do our best, support where we can and just deal with more angst and fallout about the change of scene and routine.

I note you have to 'prove' a 'disability' in order to obtain some support from the university's disability people? Would a SEN from secondary school count? After 16, of course, there hasn't been anything, except some kind of assessment in the lower 6th which just noted 'ASD'.

Thanks again.

Cannot comment on what parents do in preparation but as a recently retired lecturer also engaged in disability support, it might be useful if I offer some suggestions.

Due to the introduction of fees Universities have had to shift a bit towards being more supportive of students' progress, but it has not moved far yet from the traditional concept of self-directed study. Not that most students take any notice of this, but you are supposed to follow the curriculum set on your own, reading around the designated subject matter, and learning how to accumulate soundly based knowledge for yourself.

Traditionally lectures were provided as a guide/exploration of the subject matter, delivered in an inspiring and thought provoking way, and backed by seminars or practical classes. The demands of students paying fees is modifying that a bit so they receive more direct help, including more one to one tutorials, and email exchanges with a lecturer.

Increasingly therefore staff are under pressure to check progress and flag up defaulters or those making a slow start, so more attention is now paid to attendance at lectures, and to completion of assignments. However there has also been increased pressure to regulate handling of assignments tightly, so work has to be handed in on time, with a receipt as proof of doing so, and increasingly this has to be done as electronic submission rather than hard copy.

Increasingly timetables and study notices such as cancellations are on a computer based diary.

Coursework is also very tightly specified against learning outcomes to cover expectations against which the marks are set, following open university methods. However dumb this may seem, students who do the right things the right way get the marks. This is a real bind to "clever" students who find this hoop jumping limiting and uuninspiring and want to be original.

This is also problemmatic for some students whose computer literacy (while maybe good for games software) isn't good enough to meet deadlines and formats for electronic submission. Or if students aren't good at completing assignments, or start too close to the deadline (like the night before) and don't to a good enough job of it, or aren't good at following instructions.

So the upshot of what I've explained above is that students on the spectrum can quickly find themselves in difficulty. They may, according to whether they manifest such behaviours, be bad at timekeeping ond organising, while others may be disinclined to do things they think unnecessary, or poor at sticking to instructions. And unlike school there is no requirement to explain this to parents: the teaching contract is with the student and deemed confidential, between the university and the student.

The disability support available is mostly of the "level playing field"/social model kind, supposedly removing barriers rather than supporting a particular student's needs - providing note takers, or a support worker, extra time in exams, etc. The student is expected to achieve the same outcomes as their peers, there are seldom concessions given on how work is handed in, except perhaps a waver over spelling, if a student has dyslexia.

These things are quite a jump from school, but reckoned to be within the grasp of most students to take on board, with application and effort. I don't think universities have quite got the hang of whether a student's disability would prevent them meeting these objectives. There may be one to one disability support tutoring on skills catch up, but the curriculum isn't compromised for disability.

Parents may be wise to ask for details about how coursework is assessed, whether it is electronically submitted, and what flexibility if any is given on completion to instructions.

The University might tell your child by start of second term, and subsequently, that they are not pulling their weight, but unless your child tells you this, you won't know until much later when end of year marks are bad.

Thanks! She's going to all the open days and we've been particularly careful to check the accommodation scenario. Interesting you mention the communal areas - we had the same thoughts.

The last comment about student progress is very interesting and not one I'd considered. Useful.

Not quite applied yet, so we are going along without revealing the 'disability' angle. Sounds the wrong word...

Concerned about the 'fitting in' element and getting her up to speed. Wonder how other parents are preparing their youngster apart from the usual business of uni selection.

Try to get to see the halls and the arrangements there before he starts, not just a "typical room". Universities vary in how they address hall accommodation with regard to disability, and often its a one-year contract - difficult to get out of or get a change of rooms if things don't work out.

Find out where his rooms are regarding noise. Well meaning universities sometimes put disabled student near facilities, which also means potentially nearer noise, like the students union. Some have slightly muddled notions of putting disabled students with maturer students or overseas students, rather than with their own peers. Also whether the room looks outwards or onto a quadrangle (where noise from competing stereo systems might be a problem - some students like to show-off their wattage by opening the windows and letting everyone know their musical tastes - bit like in car stereo - lot of showing off).

Check also how the halls operate. Some provide rooms in flats of four, six, eight students, sharing a kitchen, toilets, communal space. What other students will he find himself with in that case? Others have a corridor system of many rooms and more reliance on central catering, or just a communal kitchen that's oversubscribed. Corridor based halls are more anonymous, in that he doesn't have to mix with a set group, as in a flat, but its easier to get isolated in his room, and harder to make friends if less communal space.

Check what support there is, While universities are getting the hang of supporting people on the spectrum on the teaching side, not all are as switched into social support, should he need help.

It is one area you can usually check on. Teaching because of confidentiality is usually an agreement between the university and the student, and it can be difficult therefore for parents to find out about their son or daughter's academic process. It is a good idea to check what the university's policy is on this. Student services may be able to consult you but teaching staff may not be allowed to do so without signed authorisation by a departmental head.

Thanks for writing. I feel hopeful when you say your problems don't affect you as much now. We're hoping our youngster will manage ok but want to prepare as much as possible over the next year. That includes trying to reduce their anxiety and 'toughen them up' a wee bit. Not sure if that's over hopeful!

It was quite straightforward for me because I was still at home; the experience was not that much different to 6th form.

I became friendly with two girls in my Uni class, but never developed any close friendships. At the time, my problems affected me far more than they do now; I was not travelling or really going out, other than to Uni. I wish I could go back in time because if I was at Uni now, I would be more inclined to cultivate those friendships.

Is there anyone on this forum who has experience of halls and can offer the OP some support?

Staying in hall for the first year. Doesn't want to go too close to home as they think they'll be more likely to quit if things get tough. Wants to be further away.

Are there things you wished you'd had known or been taught before you went away?

Will they be staying away from home in halls, or will they stay at home?

I went to Uni, but stayed at home with my family. I could not have coped with halls.