• Classroom or college students with the teacher writing on a chalk board.

This toolkit, written by an Autistic student and an Autistic college instructor, is meant to help neurodivergent post-secondary students succeed in school and give post-secondary instructors strategies to help that happen. Each Autistic student will have their own strengths and needs, so this is meant as a starting point and is not an exhaustive list. You can watch Dr. Nicole Burnett and Ravyn William’s video presentation here.

Areas of challenge for Autistic students

Autistic students may find the below areas challenging (source):

Ability to carry out certain tasks

Examples

  • Remembering multiple steps in a task
  • Vague/abstract tasks or instructions
  • Prioritizing certain tasks

Sensory processing

Examples

  • Tuning out distractions

  • Hypersensitivity to smells/sounds
  • Textures

Social communication

Examples

  • Asking questions
  • Interacting with peers
  • Group projects

Behavioural & emotional regulation

Examples

  • Stimming

  • Transitions
  • Sense of time

What is stimming?

Stimming refers to a self-stimulatory behaviour that helps an Autistic person regulate their emotions when they are feeling overwhelmed. Autistic people may stim when they are processing negative emotions, such as anxiety, but also when they are happy or excited. Joyful stims are usually harmless. Stimming may be considered a form of communication as autistic people find it much more difficult to transmit information when they are feeling overwhelmed. (source 1, source 2)

Examples of stimming

Vocal

  • Whistling
  • Singing
  • Repeating words or phrases (echolalia)
  • Throat clearing
  • Humming

Oral

  • Eating small candies

  • Smoking and vaping
  • Licking things
  • Boredom eating
  • Chewing things

Physical

  • Swaying side to side

  • Finger tapping, cracking or fidgeting
  • Spinning
  • Being upside down
  • Pacing or running
  • Knee Bouncing

Tactile

  • Hair twirling
  • Feeling textures
  • Rubbing
  • Skin picking
  • Scratching

Visual

  • Organizing for aesthetics

  • Watching visuals
  • Rapid blinking
  • Watching the ceiling fan
  • Gazing out a window

Auditory

  • Pen clicking

  • Noisy fidget toys
  • Playing songs on repeat
  • Background noise

Positive Characteristics of Autism

Unfortunately, many people tend to focus on the ‘struggles’ or ‘deficits’ of those who are autistic, especially during the process of diagnosis and determining accommodations. We would like to challenge this negative association to instead create a feeling of celebration and positivity when we think of autism.

Hyperfixation

The ability to hyperfixate allows for Autistic individuals to dedicate time to the things they love, and can result in that individual having a large knowledge base of what they hyperfocus on.

Special Interests

Special interests allow Autistic individuals to have a larger knowledge base on topics they love than most neurotypical people would have on topics they may love.

Language Matters

  • Identity first language is preferred. Example “they are autistic” versus “they have autism”.
  • Functioning labels such as “high functioning” or “low functioning”. According to the Autism Alliance of Canada, “they are ineffective in describing the strengths and challenges faced by Autistic individuals.”
  • Autism is a neurodiversity and should be identified as such.
  • Avoid using terms such as “suffering from autism” or “is a victim of autism”.
  • Don’t ask what someone’s special gift or savantism is
  • Everyone is not “a little bit autistic”

Environment & Adaptations

Here are some strategies that will not only benefit the neurodivergent students in your class, but everyone!

  • Low lighting. Try using lamps instead of fluorescent lights, or covering fluorescents with sheets and covers.
  • Have a scent-free environment. No diffusers, etc. and be mindful of any body lotions, perfumes or deodorants you put on.
  • Try to keep areas clutter free. This can include too many patterns and colours on the walls, furniture and more.
  • Allow for flexible seating options
  • Allow movement during class and have breaks (especially for longer classes)
  • Fidgets
  • Sound and noise levels

Macro-Level Supports

  • Allowing students early access to the syllabus, course outlines & blackboard
  • Allow for early entry/private tours ahead of orientation
  • Peer mentors
  • Accommodation guidelines – coordinate with student services

Strategies for Instructors

  • Allowing students early access to the syllabus, course outlines & blackboard
  • Flexible deadlines where possible
  • Alternative assignments for public speaking, etc.
  • Alternatives for testing
  • Include lots of visuals in lecture slides
  • Make lecture slides available to students ahead of class
  • Ensure all assignments have clear instructions
  • Highlight what supports students have available to help them (e.g., writing specialist, academic coach)

Why do we accommodate?

  • It is important to acknowledge that Autistic students face barriers that other students do not face, such as struggling to keep a routine in a non-structured environment like the college experience.
  • Autistic students deserve the ability to obtain an education just as any other student does, without being put down, ignored, or invalidated due to any accommodations that they may require.
  • We should assure autistic students that they are welcomed, supported, and celebrated just as any other student is treated in a post-secondary setting.

Additional Resources