Page 199 - Faculty Handbook2

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Mental Health Concerns
199
assignments and then not communicate about those
absences or missed work. S/he may appear agitated or
anxious and become argumentative or exhibit angry
outbursts. Some students may appear more disheveled and
engage in self-soothing behaviors.
As a faculty member, you can support a student with AS by
providing advanced notice when changes are anticipated. Be
sure to allow for one or more short breaks in classes that are
longer than 50 minutes. Take the time to assist the student
with understanding assignments and academic expectations.
Consider, if appropriate, allowing the student to work alone
for assignments that are normally done in groups.
Students with AS are subject to the same regulations
governing student conduct that apply to all other students of
the university. If inappropriate behavior occurs, address it in
private. Describe the behavior and desired change as well as
logical consequences if it continues. Students with AS often
don’t realize when they are being disruptive.
Ask the student how s/he would prefer you to address
behavioral issues in class. For example, establish a cue to use
when the student is monopolizing class time that will remind
the student to stop the behavior.
Resources:
The Way I See It: A Personal Look at Autism and Asperger’s
.
Grandin, Temple. 2008.
Thinking in Pictures: My Life with Autism
. Grandin, Temple.