Research shows that one percent of the population are on the autism spectrum. Being on the autism spectrum presents in quite different ways in different people, and the functional limitations caused by it also vary by individual. Many have specific features related to sensory regulation, e.g. hyper- or hyposensitivity to sound, light, touch, smell, taste and colours. In addition, individuals on the autism spectrum are often less stress resilient than a person that is not on the spectrum. Being on the autism spectrum is associated with many strengths, which may include good attention to detail or the ability to concentrate for a long time on topics of interest.
The diagnostic system for autism spectrum disorders is currently under reform. The previously used diagnosis Asperger Syndrome is no longer considered a separate diagnosis. This toolkit deals with autism spectrum disorders as one entity.
The traits connected to autism spectrum disorders vary greatly depending on the individual, the environment and the situation. The disorder may not be readily apparent in a student’s behaviour unless the student brings it up.
For those on the autism spectrum, sensory information is relayed and interpreted in an anomalous manner. Many people with autism spectrum disorder have sensory defensiveness, causing noisy or echoing spaces such as cafeterias and lecture halls to seem disagreeable and a hindrance to concentration. Overload of the senses may also cause panic attacks, or else shutting down and turning inward with one’s own thoughts. Problems with executive function and concentration may make initiating tasks and bringing them to a conclusion difficult. The student may get hung up on a detail in an assignment if the assignment instructions are vague or contradictory.
Individuals on the autism spectrum may have challenges with stress resilience. For instance, schedule changes or unclear arrangements, unpredictability or new situations may be particularly burdensome for such students. Often, persons on the autism spectrum have a heightened need for routines and regularity. Adjusting to changes may be problematic due to the lack of flexibility in their set ways of thinking and acting. In some situations the affected person’s thinking may seem formulaic.
Often persons on the autism spectrum may face challenges in social interaction. Making contact may be hampered by their problems communicating and interpreting other people’s language. The problems include a tendency to understand other people’s remarks literally and difficulty recognising irony, sarcasm or differences of tone or connotation in a conversation. The student may also have trouble recognising and understanding messages conveyed through gestures, expressions and body language. Establishing and maintaining eye contact may also be problematic. In group situations, these obstacles may hinder the affected person from recognising the rules and conventions expected in various social situations, and cause them difficulty in beginning and maintaining a two-way conversation. The student may exhibit mild anomalies in their speech tone, oral expressions or body language.
The student may not be aware of their need for support or the opportunities available. Offer support when you notice the student may need it or refer the student to another person with more knowledge on the issue at hand.
Autismiliitto (in Finnish only)
The Autism&Uni project researches, develops and evaluates tools that help persons on the autism spectrum to start university studies and succeed in them. Autism&Uni project
Dyslexia is the most common learning difficulty, and 6% of Finnish higher education students have been diagnosed with it (FSHS, KOTT, 2021).Dyslexia is defined as an impairment involving both reading and writing. A key characteristic in dyslexia is difficulty identifying and processing connections in phonologic (i.e. sound-related) information.
Visual-perceptual difficulties refer to difficulties with processing or making sense of visual or spatial information in one’s mind and to create images that support action. In practice, students with visual-perceptual difficulties may find it hard to find their way in the studying environment and find teaching spaces or complete assignments that require them to identify or assemble objects or understand dimensions and patterns.
Attention deficit and hyperactivity challenges may present in tasks requiring concentration or independent study. When diagnosed, attention deficit and hyperactivity challenges are referred to as ADHD.
Autism spectrum disorder refers to a range of neurobiological developmental disorders that affect how an individual communicates and interacts with others, and they sense and experience the surrounding world. The condition is life-long, stemming from anomalous development of the central nervous system.
Mental disorders here refer to particularly to depression, but also to bipolar disorder. Of mental disorders, particularly depression is common with young adults. Students should listen to themselves and remember to reserve sufficient time for recovering from the strain of studies.
Anxiety means a state where a person feels tense, restless and worried. Short-term anxiety and nervousness or stage fright are very common and natural phenomena among students.
A panic disorder refers to recurrent panic attacks, meaning sudden, very strong experiences of anxiety. Panic attacks may be isolated events or related to general anxiety. Panic attacks are rather common: about 10 to 15 per cent of people experience one in their lifetime.
Each Aalto student has a right to receive reasonable individual study arrangements for medical reasons. A medical reason may be dyslexia, a sensory impairment, mental health condition or learning difficulty. Individual study arrangements should not be seen as a reason to stop aiming for the set learning outcomes. Instead, they are a way of supporting the student in attaining the learning outcomes.
Examples of individual study arrangements include additional time for examinations (1 hour at Aalto), a private space or computer for examinations, or adjusted schedules.
Feedback, comments and questions on the individual study arrangements toolkit
