Families living with autism have lots of stories to tell. Some of these stories were captured by researchers. The aim was to find supportive home design features to make homes more autism-friendly.
A study by Wasan Nagib and Allison Williams uses family stories to explore the challenges they face. The authors of “Towards an autism friendly home environment” conclude with three recommended home typologies – detached and attached houses, and apartments. They also discuss policy implications. The article was published in Housing Studies, by Taylor and Frances Online. You can access a free read of the article via ResearchGate.
Abstract: This study explores the challenges faced by children with autism and their families in the home environment and how physical elements of the home environment can be designed or modified to alleviate these challenges and create an autism-friendly home. The research employs qualitative methods to learn from the experiences of key informants involved in creating or modifying the home environment of people with autism; this involved interviews with architects and occupational therapists. To learn from the families themselves, an online survey of the families of children with autism across Canada and the United States was conducted. The study provides insight into the physical, social, and psychological challenges affecting the quality of life of children with autism and their families in their home environment and the contribution of home modifications to alleviating the challenges. The appropriateness of the three housing typologies – detached houses, attached houses, and apartments – to accommodate autism-related needs is discussed together with potential policy implications.
Beware the diagnosis – it leads to stereotypes and misplaced assumptions. This was one of the findings from a research project at Griffith University. A common assumption is that people with autism find it difficult or stressful in social situations. For example, university discussion groups and making presentations. An assumption that follows is online learning would be their preferred learning method. Turns out this is not the case. Indeed, they had difficulty with online content for three key reasons. And these are also experienced by neurotypical students:
Students had problems identifying which parts of the online content were most important
They needed clarification of content by instructors to aid their online learning
Students found it helpful when the instructor communicated links between content across the weeks or modules.
So, the diagnosis is not the person. The research paper includes a literature review and a survey of students who identified as having autism. The paper has much useful information regarding the design of teaching and learning. The major point is that what’s good for students with autism is good for everyone.
Abstract: Online course delivery is increasingly being used by universities to deliver accessible and flexible learning environments. As this mode of delivery grows it is important to consider the equity of the learning experience for all students. As online delivery may reduce challenges and stressors present in face-to-face delivery, it could be suggested that it may promote student learning for specific student groups, including those with a diagnosis on the autism spectrum. However, little is known about the experience of learning online for students on the autism spectrum. This article presents findings from two studies: a systematic review of the literature and a survey of students on the autism spectrum studying online. From the systematic literature review, only four previous studies were identified reporting on this topic. Findings from two studies identified that the online environment provided both facilitators of and barriers to the learning experience for students on the autism spectrum. Although the online environment provided flexibility for learning, how design factors are employed in online delivery may unintentionally create barriers to the learning experience for students on the spectrum. An outcome from this study has been the creation of a suite of resources to assist with course design and delivery. Implications for practice or policy:
• Consider the impact of course design on students with diverse learning profiles. • Not all students disclose their diagnosis, so ensure methods of accessing support are clear. • Work proactively to ensure that interactions with instructors and are responsive and flexible to facilitate the online learning of all students.
People with autism are speaking out, and we are learning more about neurodiversity through practice and research. Consequently, it’s time to look at who is doing the practice and research. Is the family’s cultural background taken into account? If so, do researchers and practitioners know how to adapt? A journal article from the UKsheds a little light on the subject. It’s open access, but you have to request a copy of the paper. The title of the paper is, Autism in Black, Asian and Minority Ethnic Communities: A Report on The First Autism Voice UK Symposium.
Abstract: Little is known about the way autism is interpreted and accepted among the Black, Asian and Minority Ethnic (BAME) populations in the United Kingdom (UK). This report summarises a symposium on autism in the UK BAME community in 2018 or-ganised by Autism Voice UK, Participatory Autism Research Collective (PARC) and the Critical Autism/Disabilities Studies Research Group (CADS) at London South Bank University (LSBU). The stance a family or community take about a condition like autism is influenced by their cultural background. The aims of the symposium were to highlight different perspectives about autism in BAME communities and to preserve the cultural digni-ty of the community in supporting autistic members. Beliefs about autism, diagnosis, acceptance and support for autistic people from a specific cultural perspective of BAME communities must be cautiously interpreted by autism professionals because beliefs vary among different cultural groups. Thematic analysis of feedback from participants yielded the following foci. Firstly, cultural, ethnic and religious sensitivities were important to participants who felt that these were often ignored by non-BAME professionals. Secondly, the need for col-laboration to improve autism awareness within the community and understanding by professionals of the intersectionality between autism and identity in BAME fami-lies was prioritised. Thirdly, issues around feelings of stigma were common, but del-egates felt that these were not well understood beyond people identifying as BAME. An action plan was created which highlighted raising public awareness through community engagement, improving access to information for parents, and culturally aware autism education for professionals and BAME communities.
Many courses include overseas study either as an option or a compulsory part of the program. This is because cultural exchange is considered a valuable enhancement to the overall education of the student. But what about students with autism? An article on this topic reminds us that people with autism, with the right accommodations, can enhance learning programs. This is because they can bring a fresh perspective, another way of thinking. Consequently, there is opportunity to enhance the overseas study experience for everyone. So, making overseas study more inclusive is a win-win all round.
The article provides two case studies that highlight what makes an overseas exchange a success for people with autism. Such improvements are, in the end, good for all students and educational institutions. The authors sum up at the end:
“Both cultural observation and self-evaluation are central objectives of a university’s drive to provide opportunities for cultural competency. Thus, although the participation of students in the autism spectrum poses plenty of challenges, their increasing access to study abroad opportunities could enhance the study abroad experience. As such, while the challenges are many, we move from a framework that adjusts to the needs of these students to an inquiry into the ways in which they can contribute to enrich the study abroad experience. The case studies presented here certainly show how an inclusive program, through proper orientation mechanisms, could be beneficial for all participants’ self-awareness and ability to reflect.”
Well designed buildings support people with physical impairment, but what about people with sensory issues or cognitive conditions? Shelly Dival argues that we can do more in the built environment to support people on the autism spectrum in educational, work, and home environments.
One of her insights was the crossover between autism and other neurological conditions including dementia. Designing for neurodiversity rather than specific conditions may be an effective future-proofing strategy that supports everyone. That’s similar to the approach adopted by the International Organization for Standardization (ISO) in their Guidelines on cognitive accessibility, based on the Universal Design for Learning (UDL) framework.
If there is a supportive environment, many autistic people could be employed. Indeed, they could flourish and be an asset to the workplace. Employers need to know what sort of adjustments are needed so they can reach their potential. Often they are really simple, particularly if thinking from a universal design perspective. An interesting and informative article from London South Bank University covers the topic comprehensively. The open access article can be downloaded in Word from the university website. The title of the article is “Identifying and Addressing Barriers to Employment of Autistic Adults”. In the UK they have The Equality Act and The Autism Act which emphasise access to work. Good to see this topic being covered.
Aspect Capable website has more information on a Australian initiative and the video shows how autistic people can achieve in the workplace.