You may like to explore the different supports available before you start your college journey.
Remember, you may also be entitled to avail of ‘reasonable accommodations’ – these are adjustments that enable you to participate in the academic assessment process on a fair and equal basis.
Background
Reasonable accommodations allow you to fully participate in learning, assessment, university facilities and services. When it comes to assessments, for example, a reasonable accommodation could be making a video presentation instead of presenting in person, or having extra time in an exam, or showing your work to your lecturer in private, rather than in front of a group.
A “reasonable accommodation” (as it is referred to in the Equal Status Act) is an amendment to the student’s course of study which enables her/him to participate fully in their education. An adjustment is
- intended to help ensure disabled students are not disadvantaged
- available to students with specific learning difficulties and other disabilities
- intended to address a disability related issue not an ability “gap”.
Some universities and some courses have risen to this challenge by putting in place systems that are on offer to all students, whether registered disabled or not. Examples are audio-recording every single lecture, or providing not just one route of assessment but several different ones for a particular assignment. However, currently this is the exception rather than the norm, and the more established route is to offer individual reasonable adjustments for specific requirements.
To be eligible for reasonable accommodations you will need to have an official autism diagnosis and have told your college about your autism. The next step is to meet a member of the Disability Support Service Team, where you can discuss the needs assessment process and the reasonable accommodations and specialised support that will best meet your requirements.
TUS has introduced a Student Reasonable Accommodation Policy for the provision of reasonable accommodations for students with disabilities. The policy defines standard and non-standard reasonable accommodations available to students with disabilities. The policy explains how reasonable accommodations are decided and how these are communicated to staff in college.
How could this affect me?
You may have previously received supports at secondary or at a different third level institution and therefore know what supports you will require, prior to meeting the Disability Service Team at TUS Midwest. During your needs assessment, it will be helpful to discuss these supports, what worked well and what did not work well. Remember , your support plan will be devised to meet your needs ! Your reasonable accommodations can be updated or tailored to meet your needs throughout the entirety of your course if required.
What to do next?
It is extremely important to contact and register with the Disability Support Service Team, to ensure your supports can be put in place as soon as possible !
Practical tips
Reasonable accommodations are significant in order to foster an inclusive and accessible learning environment that supports the individual needs of students !
- It is important to spend some time thinking about what reasonable accommodations will work best for you, as apposed to taking them as they come – what works for you individually?
- Focus on learning outcomes rather than assessment procedures – what are alternative ways for you to evidence your knowledge and understanding?
- Remember that the disability support service team is always there to support you, but they won’t necessarily know the academic requirements.
- Keep a list with the contact details of the different student support services available on campus.
- Use the Autism&Uni Best Practice Guides as support (see page on UDL)
- Reply promptly to all communications regarding your support and reasonable accommodations, to ensure support is put in place when it’s needed.
Questions to think about
- What kind of supports did I receive in school or at a different third level institution?
- Will these be relevant in the college environment, or to my course?
- Will it be beneficial to discuss my supports and requirements with academic staff ? (Please note, the Disability Support Service Team at TUS Midwest, can provide you with an Academic Inclusion Notice (letter) Outlining your supports and reasonable accommodations, which can be circulated with your academic department.
- How would I best like to communicate my needs and requirements.
- What tools do I need to support me to access my course content, navigate the physical and online environment, and to study?
- Would I like to receive regular check-ins with the Disability Support Service Team. Or will I choose to make contact with the Team when/if required?
Additional information and links
Research on Autism and University is continuously evolving. Consider setting up alerts and notifications to be informed about new papers and publications in the field.
- The Association for Higher Education Access and Disability (AHEAD) has published guidance on reasonable accommodations to assist colleges and universities in Ireland with planning and implementing them.
- What is Autism? AsIAM’s about Autism guide (What Is Autism?| AsIAm.ie | Ireland’s National Autism Charity)
- The Autistic Guide to Starting College (Autism Friendly HEI – The Autistic Guide to Starting College)
- Autism & Uni Best Practice Guide for HE Lecturers and Tutors (autismuni_best_practice_guide_02.pdf (ed.ac.uk))
- Further Advice and Guidance about Autism (Autism Advice and Guidance – from Autism Charity AsIAm.ie)