Speaker: Dr. Marc Fabri, senior lecturer, Leeds Beckett University. This talk will introduce the challenges and opportunities many young autistic students encounter during their higher education journey. Details and findings will be presented from two EU-funded research projects: Autism&Uni which focused on the transition into university, and IMAGE which is currently ongoing and focuses on the transition out of university, into the workplace. Both projects have a strong digital angle with the design of online toolkits specifically aimed at autistic students. Through a participatory design approach, students were directly involved in conception and production of these digital tools. Leeds- Beckett University have learnt a lot about the skills and preferences autistic students have, and how technology can help them fulfil their aspirations. Along the way pre-conceptions were thoroughly challenged. Both projects champion two important principles: Firstly, a strength-based view of autism that focuses on skills and abilities rather than deficits. And secondly a universal design approach to learning that provides choices, depending on an individual's preferences and abilities. This puts the onus on universities to consider how established practices and technologies must change to fully support autistic students in an inclusive way - and any other group of students.

1. Supporting autistic
students at university –
academically, socially and
through technology
Dr Marc Fabri, Leeds Beckett University

2. Today’s 3 takeaways:
1. Awareness of autistic strengths
2. Strategies for supporting autistic students effectively
3. Technology preferences of autistic students

3. The following slides contain
example layouts and assets to
help you build your
presentation

4. Autism friendly?
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Autism friendly?

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Autism friendly?
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Public Space
Possible Traffic
Possible Noise
Personal Space
Noise Control
Comfort
Quiet Space
Noise Pollution
Distractions

8. 1 in 100 people are autistic
(at least…)
DSM-5: Autism Diagnostic Criteria
1. Persistent deficits in social
communication and social interaction
across multiple contexts
2. Restricted, repetitive patterns of
behaviour, interests, or activities
Source:
American Psychiatric Association (2013) Diagnostic
and Statistical Manual of Mental Disorders (5th ed).

9. Those who do
get a job can
find it hard to
keep it
Those who
finish their
degree find it
hard to get a
(graduate) job
Those who do
start a degree
are prone to
dropping out
early
Young autistic
people find it
difficult to enter
university
Autism is NOT an indicator of academic ability
BUT
The good news:
• Numbers are growing
• Awareness is growing
• Support is growing

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What are the key challenges
autistic students face at university?

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UNIVERSITY
Support during the
transition into university
(2013-2016)
www.autism-uni.org
Improve employability
for autistic graduates
(2018-2021)
www.imageautism.com

13. Three Principles underpinning both projects
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#1: A strength based view of autism
- focus on skills, interests and abilities
- NOT on deficits
- NOT on what is “broken” and needs fixing in a person
- identify strengths in a “spiky” profile
- fully recognises traps of the “social model of disability”

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15. Possible strengths (from IMAGE project)
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attention to detail, honesty,
working long hours, punctuality,
subject expertise, passion for the subject,
commitment to be accurate, logical thinking,
creativity, loyalty, adherence to rules, spot errors,
divergent thinking, drive to seek knowledge,
academically strong, highly focused,
committed to their chosen subject,

16. 16
PRINCIPLE #2: A Universal Design approach to learning
- provide choices
- respect an individual’s preferences and abilities
- adjust educational practice to the individual, not vice versa (as in reasonable adjustments)
- focus on learning outcomes, not traditions of teaching or assessment
“Think about the many ways a student can evidence their
learning and understanding – then offer all of them”

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What would
a reasonable
adjustment
look like?

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What would a
UDL approach
look like?
TO MEET TODAY’S
LEARNING OUTCOME,
SHOW US SOMETHING
AMAZING WITH A
TREE BRANCH

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PRINCIPLE #3: Participation
- project outputs co-designed and co-produced by autistic people
- in the user-centred design / participatory design tradition familiar from HCI
- autistic researchers, autistic students and autistic advisors

20. Full control / empowerment?
20
I think we can do better…

21. What about digital technology?
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22. The Autism&Uni Toolkit
• For students to learn about university,
the challenges and the opportunities
• Designed to be adapted to a specific
university’s needs
• Interviews with ex-students and with
professionals
• Practical tips and prompts for reflection
• Encourages positive action and self-
advocacy
• Used by 6 UK universities and growing
• See www.autism-uni.org for
testimonials / case studies
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23. The IMAGE toolkit
• To develop employability skills and
better understand career goals whilst
at university.
• Gain confidence required to secure
employment, work placement or an
internship
• May cover interview procedures,
disclosure, identifying strengths and
weaknesses, workplace conventions,
teamwork, self-advocacy, etc…
• Co-design will start July 2019 in five
European countries
• Launch in 2021
23
?

24. Three important things we’ve learned
Fabri, M., Andrews, P. (2016) Human-Centered Design with Autistic University
Students: Interface, Interaction and Information Preferences. LNCS 9747,
pp 157-166, Springer, DOI 10.1007/978-3-319-40355-7_15
INSIGHT #1: Adults are not like children
Much of the autism & technology literature focuses on children,
but their needs, perception abilities and preferences can be
quite different
1. Use of colours and icons
2. Visual thinkers?
3. Interest and involvement
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25. In our survey, the most popular website
of autistic students was Wikipedia:
1. Logical, flat structure
2. Text-based
3. Informative
4. No teaser / taster / promotional content
5. Option to “dig deeper”
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27. INSIGHT #2: Authenticity is paramount
Workshop participants did not like:
1. Stock photographs or promotional video content
2. Patronising or overly negative language: “autistic people cannot…”
3. Vague statements: “try to join a sports society”
They liked pictures of real people
and cartoons with real quotes:
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28. INSIGHT #3: Autistic people can co-design the future
The literature told us time and again that there are challenges
related to creativity, blue-sky thinking, understanding the
needs of others, staying on topic, changes in schedule,
ability to collaborate, etc…
We prepared for this but did not experience it!
Preparation that helped:
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1. Avoid ambiguity
2. Be up-front
3. Listen with empathy
4. Be flexible

29. 29
RECAP

30. Today’s 3 takeaways:
1. Awareness of autistic strengths
2. Strategies for supporting autistic students effectively
3. Technology preferences of autistic students

31. Thank you
Dr Marc Fabri
Leeds Beckett University
m.fabri@leedsbeckett.ac.uk
www.autism-uni.org
www.imageautism.com