5th Congress Autism-Europe
Articulos / Proceeding
Autism-Spain

Developing Support Systems to Adults in Colleges of Further Education

INTRODUCTION

In the short time available, Lynn and I will outline the development of a model of support which has enabled many adults with autism to access continuing education.

Lynn, who is Head of Learning Support of a large inner-city college of further education, will describe the process which led to the integration of just two individuals with autism into her college, frankly describing the pitfalls as well as the advantages. This practical project had a research element which was funded by Birmingham City Council Education Department, a fact that is in itself, surprising but encouraging.

I should first begin by "flagging up" the potential value of continuing education for individuals with autism.

OHP CONTINUING EDUCATION IN ADULTHOOD CAN:

1. Enable adults with autism to catch-up on the basic knowledge and skills that eluded them through school years. Education should be seen as taking place throughout life - not just an activity which takes place in the narrow confines of school.
2. Help to assist in the development of life skills and behaviours consistent with adult life.
3. Enable individual to develop meaningful leisure interests providing a structured use of 'free-time.'
4. Help to demonstrate that adults with autism, like any other adults in society have the right to continuing education.

WHY HAVE ADULTS WITH AUTISM PREVIOUSLY FAILED TO SUCCEED AND IN MANY CASES ACCESS CONTINUING EDUCATION:

Colleges have traditionally provided a general service, and the educational infrastructure and support necessary for successful placements has often been lacking.

OHP VARIABLES IN THE FURTHER EDUCATIONAL SYSTEM WHICH ADULTS WITH AUTISM MAY FIND ANXIETY PROVOKING

1 The content of the curriculum, e.g. concentrating on the means of communication rather than teaching ABOUT communication, academic skills taught out of context with their use.

2 The methods of teaching i.e. it was difficult for many students with autism when spoken language (and especially formal lecture) is the main media of instruction.

3 The context of the teaching environment i.e. large groups of students in large, noisy rooms.

4 Out of class activities e.g. travelling to and from college and

between classes, meal breaks, free periods.

5 Relationships with staff. Both learning support and mainstream college staff often fail to understand autism and are therefore liable to misunderstand and misinterpret behaviour. This sometimes leads to disruptive and difficult behaviour by the adult with autism leading to subsequent exclusion from courses.

6 Relationships with peers e.g. misunderstandings on both sides can lead to victimisation of the young adult with autism.

7 The induction period is often too short to allow proper acclimatisation by the student with autism to his peers and viceversa.

8 The structure of sessions e.g. many support sessions tend to be very flexible with students virtually "dropping in" throughout the session, which makes it difficult for the student with autism to concentrate or relax.

HOW THIS PROJECT CAME ABOUT

It was in response to these concerns that, following pressure from parents, carers, the West Midlands Autistic Society and from college staff themselves, a working group was established in East Birmingham College in 1992. The report from this working group subsequently concluded that there were considerable obstacles in the way of individuals with autism accessing further education. Indeed, if they managed to do so, then they received little support - resulting in failed placements. Essentially, colleges were failing students with autism.

In order to identify and demonstrate what types of support would be necessary, the West Midlands Autistic Society together with the City of Birmingham Education Department sponsored a collaborative venture between Oakfield House - a unit for 24 people with autism in Birmingham, and Matthew Boulton College, a large inner-city college of further education. The first point of contact in developing this project was between myself and Lynn Mason, who will now tell you what happened.

FE THE PROJECT

The starting point for Matthew Boulton College was the pre-project visit by Oakfield staff to the college to look around, find out what was on offer to consider the most appropriate entry points for Gary and Kate. It was decided that they should join the Adult Basic Skills provision.

A key worker from Oakfield staff was identified to provide ongoing support to Gary and Kate for the duration of the project. The key worker has a good background knowledge of both students and her role involved:

1 supporting the students in class

2 identifying bus routes, providing travel training

3 providing money for bus tickets and meals at the college

4 gave valuable information and feedback to lecturers

5 finally she would get the reaction of the students Gary

and Kate on their return to Oakfield and record her

findings.

The importance of the key workers is very much reflected in the hours of support she provided and this OHP demonstrates quite clearly how much time was devoted to preparation, travel and support in break times.

Gary's and Kate's first visit involved visiting the various teaching areas, observing other students in class, meeting staff and using the drinks machine.

Information was kept to a minimum to avoid causing any anxiety.

Gary appeared happy, smiled and chatted to himself but couldn't indicate whether he wanted to come to College.

Kate reacted very differently - initially her response to every question was a loud and impatient "I don't know" but when attention was turned away from her to Gary she would interrupt, pull and tug at the member of staff demanding attention.

Staff reaction to this initial visit was generally one of concern and apprehension.

It was going to be difficult to assess Gary and plan work for him because of his lack of communication skills and staff were concerned about how much he had understood during the visit.

Kate appeared uncontrollable at times and staff wondered whether she would have a disruptive effect on other students and groups she may go on to join.

It was quickly recognised by staff that we would need more information about Gary and Kate and about Autism in general.

BEGINNING THE PROJECT

It was decided that Gary and Kate would come on separate days. Both students joined a Basic Skills workshop attending initially for one hour of a three hour session.

Students drop in to workshops on an informal basis. Students generally work on their own improving their literacy and numeracy skills at their own pace using paper-based materials.

The role of the teacher in this setting is to be on hand to offer help and advice.

Gary and Kate unfortunately encountered a number of difficulties in this setting.

OHP DIFFICULTIES ENCOUNTERED

1. The needs of the group were varied and diverse and with only one member of staff available there was little opportunity for individual support.
2. The drop-in policy meant that there was often disruption caused by people arriving and leaving at different times and the groups become too large on occasions.

The major difficulty however was that there was no formal structure to these sessions and little opportunity for Kate and Gary to get to know the groups and join in activities.

OHP CHANGES MADE

1. Additional staff were employed and this resulted in a reduction in group size.
2. The general workshops were withdrawn and specific groups were set up to develop particular skills. Gary joined a literacy group. Kate joined a spelling and a basic maths group.

More structured modes of learning were introduced. Gary and Kate both had individual learning plans agreed and goals were set.

Finally there was a move from paper based to practical learning activities. Kate was given tasks to use money and receive change rather than concentrate on addition and subtraction exercises. More opportunity for interaction.

INFORMATION ON GARY AND KATE

OHP BENEFITS

1 Progress of Gary and Kate

Gary becomes more confident and relaxed, responded well to praise and encouragement. Would answer simple questions and become more tolerant of others in his group.

Kate's concentration improved, became more co-operative (staff ignored her disruptive behaviour and this had a calming effect). Enjoyed social aspects of coming to college, making friends, using the college canteen - work steadily improved.

2 Enabling people with Autism to experience FE in an integrated

setting.

3 Greater understanding of Autism.

4 Greater understanding of opportunities within FE (flexibility)

Our experiences during the project have given us a valuable insight into and enabled us to develop a support model required to successfully integrate adults with Autism into FE.

OHP SUPPORT MODEL

1 Recognition of the very specific needs of adults with autism.

2 Pre-access preparation sharing information.

3 Establishment of links.

4 Provision of appropriate support.

5 Structured modes of learning.

6 Staff development.

1. To be aware of the triad of impairments. The approach to autism cannot be the traditional methods of supporting those with learning or behavioural difficulties.
2. Important to get to know the student first in a non-threatening environment, their home environment or residential setting. Staff need to become aware of individual needs and the student can become familiar with their teacher or support worker before moving into the college environment. Sharing information is vital for a smooth transition. Good ongoing communication between home and college is vital for continued success.
3. For this purpose we have established more links with Oakfield delivering provision in the residential setting before introducing people into FE - longer induction periods, no time limits, flexibility.
4. Providing appropriate support within College i.e. key-worker, consistency and structure - familiar faces, familiar rooms. Timetable changes, substitute teachers at the last minute can have a devastating effect. - Support, care and counselling available, good preparation, no surprises.
5. Providing a sense of security and a focus for the student by providing a structured approach to learning. - Clear rules and expectations focus on the learning process rather than the product, personal and social education an important element.
6. Raising the awareness of staff not only teaching staff but support and security staff to the needs of Autistic students.

SUMMARY

The project has shown that adults with autism are able to participate in pre-vocational access programmes in a college of FE, but require a high level of support. The benefits of this project quite outweighed any of the initial difficulties experienced.

The success of the project has given us the confidence to introduce a further 25 students with autism into our link programmes and eight are presently accessing full-time mainstream provision.

FURTHER READING

Morgan, H. Edwards, G. Mason, L. (1996). Developing a support model within a further education college for adults with autism. In H. Morgan, Adults with Autism: A guide to theory and practice. Cambridge. Cambridge University Press.