Threatened Detention

I can comment on this better in a university context which is probably reflected in school curricula.

Many people with Asperger's or HFA manifest this issue of not wanting to do what is required for assessment because they don't see the point. 

Unfortunately the learning outcomes for assessment often require demonstration of certain things being done, to give a fair assessment across all students. At present there is little leaway afforded on the grounds of disability - you can be supported to have an even chance to meet the learning outcomes, but not to be exempted.

A common illustration is in mathematics - where the correct answer is not sufficient - the assessors want to see the working process - rough work, method or approach explained, showing the candidate got there by technique not just by luck. In such situations hardly any marks go to the correct answer. There is a recurring problem of students manifesting autism refusing to do this and failing.

Mock papers for GCSEs and A Levels are crucial. Understanding the method required, and the approach to certain answers, and what is expected to get good marks needs practice. And this requirement is going to crop up at A Level and at University, performance in mock exams is crucial, even if the mark doesn't go into the final assessment.

Maybe one day they will change the criteria to accommodate cognitive difficulties. I have tried very hard to change the criteria for undergraduate dissertations to allow for autism and its a no win situation. The present requirement is for a student to fulfill all requisite parts. Which is difficult if the dissertation must be in succinct prose or set out in one specific way, and the student with aspergers cannot deliver coherent prose or set out the required way.

But I tend to doubt anyone who thinks they are that smart they can do the minimum they think necessary and ignore what doesn't interest them. Such people exist but are rare.

Having said that this is a widespread problem for people with autistism, not only in coursework towards exams but in the workplace, and it was a problem for me. There is a strong feeling as to why you have to do things the set way, or where you don't see the point - what is termed "jumping through hoops". It isn't easy, but as things stand the sooner you can dissuade him from this the better.

At the moment the road to qualifications is littered with people whose autism in effect prevented them completing the learning outcomes or curriculum requirements.

I can comment on this better in a university context which is probably reflected in school curricula.

Many people with Asperger's or HFA manifest this issue of not wanting to do what is required for assessment because they don't see the point. 

Unfortunately the learning outcomes for assessment often require demonstration of certain things being done, to give a fair assessment across all students. At present there is little leaway afforded on the grounds of disability - you can be supported to have an even chance to meet the learning outcomes, but not to be exempted.

A common illustration is in mathematics - where the correct answer is not sufficient - the assessors want to see the working process - rough work, method or approach explained, showing the candidate got there by technique not just by luck. In such situations hardly any marks go to the correct answer. There is a recurring problem of students manifesting autism refusing to do this and failing.

Mock papers for GCSEs and A Levels are crucial. Understanding the method required, and the approach to certain answers, and what is expected to get good marks needs practice. And this requirement is going to crop up at A Level and at University, performance in mock exams is crucial, even if the mark doesn't go into the final assessment.

Maybe one day they will change the criteria to accommodate cognitive difficulties. I have tried very hard to change the criteria for undergraduate dissertations to allow for autism and its a no win situation. The present requirement is for a student to fulfill all requisite parts. Which is difficult if the dissertation must be in succinct prose or set out in one specific way, and the student with aspergers cannot deliver coherent prose or set out the required way.

But I tend to doubt anyone who thinks they are that smart they can do the minimum they think necessary and ignore what doesn't interest them. Such people exist but are rare.

Having said that this is a widespread problem for people with autistism, not only in coursework towards exams but in the workplace, and it was a problem for me. There is a strong feeling as to why you have to do things the set way, or where you don't see the point - what is termed "jumping through hoops". It isn't easy, but as things stand the sooner you can dissuade him from this the better.

At the moment the road to qualifications is littered with people whose autism in effect prevented them completing the learning outcomes or curriculum requirements.