Role-playing in class - any suggestions?

Having taught in a university environment for many years I think I understand this from both perspectives.

Training and teaching staff are under pressure to diversify teaching methods. There is a reaction away from traditional standing there and talking to a group of students - the idea is the students interact to learn by practice. It can though be a cop out that suits bad teachers - it only works well if the teacher is a good and active facilitator and makes the action stimulating.

Reading Kasha's account it does make me wonder if the facilitator is not doing her bit. Is she going round the groups helping them engage? Or does she go off and do something else while you are preparing? There are some really lazy tutors out there, being paid a lot of money by the hour to do little or nothing.

On the student side I  was dreadful at anything like this. I couldn't make the social connections. Multiple discussions going on about how to do it make me phase out. And I understand the point about perceiving a role. I think with autism, because you don't usually socially interact well you cannot be expected to perceive interacting roles, and indeed may be inclined to pursue role play holistically - doing all the things rather than sharing.

One of my pet hates was being asked to write a letter as a classroom exercise, or an account of what I did on holiday etc. I was very constrained about expressing emotions and feelings in public. People without autism do this all the time, part of the game play of social interchange. I just couldn't do this sort of thing.

As well as teaching I had a disability support role. So I often had to look at situations where a disabled participant was affected. Group work seems manifestly difficult for people on the spectrum. However some people have a go and succeed. Others really cannot, and need to be given an alternative assignment.

I have also witnessed often, as well as being on the receiving end, how students react to someone who to them is not participating effectively and could potentially bring down the marks. They will resist being 'landed' with the student with autism, and make things visibly difficult so the autistic spectrum student looks bad. It is astonishing how unsympathetic and downright hostile students can be in these situations.

My own suggestion would be to try to get roles at which you can excel, and which place less demand on social interaction skills. Of course a tutor who has no understanding of autism doesn't help matters - her clear failings as a supportive tutor are a matter for concern.

I have an ability to quickly synthesise and summarise evidence and present it, so I could take on the note taker and speaker in such a project - granted not everyone might be suited to it.  I'm also an avid unstoppable researcher, so as a finder out and conveyor of essential information I can excel. Find something you can do well and ask if that can be the basis of your role.

I would also recommend trying to get involved rather than just dropping out. Autism is a handicap in these situations, but if you are in a job and doing a course that means you have coping strategies. Use your coping skills to develop a style. I find humour helps, even though mine is off beat, because if you can get the others to 'lighten up' it can make a big difference.

Having taught in a university environment for many years I think I understand this from both perspectives.

Training and teaching staff are under pressure to diversify teaching methods. There is a reaction away from traditional standing there and talking to a group of students - the idea is the students interact to learn by practice. It can though be a cop out that suits bad teachers - it only works well if the teacher is a good and active facilitator and makes the action stimulating.

Reading Kasha's account it does make me wonder if the facilitator is not doing her bit. Is she going round the groups helping them engage? Or does she go off and do something else while you are preparing? There are some really lazy tutors out there, being paid a lot of money by the hour to do little or nothing.

On the student side I  was dreadful at anything like this. I couldn't make the social connections. Multiple discussions going on about how to do it make me phase out. And I understand the point about perceiving a role. I think with autism, because you don't usually socially interact well you cannot be expected to perceive interacting roles, and indeed may be inclined to pursue role play holistically - doing all the things rather than sharing.

One of my pet hates was being asked to write a letter as a classroom exercise, or an account of what I did on holiday etc. I was very constrained about expressing emotions and feelings in public. People without autism do this all the time, part of the game play of social interchange. I just couldn't do this sort of thing.

As well as teaching I had a disability support role. So I often had to look at situations where a disabled participant was affected. Group work seems manifestly difficult for people on the spectrum. However some people have a go and succeed. Others really cannot, and need to be given an alternative assignment.

I have also witnessed often, as well as being on the receiving end, how students react to someone who to them is not participating effectively and could potentially bring down the marks. They will resist being 'landed' with the student with autism, and make things visibly difficult so the autistic spectrum student looks bad. It is astonishing how unsympathetic and downright hostile students can be in these situations.

My own suggestion would be to try to get roles at which you can excel, and which place less demand on social interaction skills. Of course a tutor who has no understanding of autism doesn't help matters - her clear failings as a supportive tutor are a matter for concern.

I have an ability to quickly synthesise and summarise evidence and present it, so I could take on the note taker and speaker in such a project - granted not everyone might be suited to it.  I'm also an avid unstoppable researcher, so as a finder out and conveyor of essential information I can excel. Find something you can do well and ask if that can be the basis of your role.

I would also recommend trying to get involved rather than just dropping out. Autism is a handicap in these situations, but if you are in a job and doing a course that means you have coping strategies. Use your coping skills to develop a style. I find humour helps, even though mine is off beat, because if you can get the others to 'lighten up' it can make a big difference.