[...]
Going to college or university is a big step for any young adult, let alone someone with autism.
Last year, more than
800 students with autism spectrum disorder (ASD) registered for support
at Ontario colleges and universities — a number expected to grow as more
children are diagnosed and treated earlier.
Most campuses are ill-prepared to serve this new population of often bright, but socially impaired students.
York University has
taken an innovative approach with its Asperger mentorship program, which
is winning praise from both students and experts.
The program is the
brainchild of psychology professor James Bebko, who came up with the
idea five years ago while helping the university’s disability office set
up peer support for students with Asperger syndrome, a relatively mild
form of autism.
Bebko, who has worked
with children, adolescents and families affected by autism for 25 years,
knows these students need more than just academic support to be
successful at university. He thought his graduate students could help.
The program, which
pairs psychology students with “Aspie” undergrads, is a win-win
proposition. It gives his students practical experience in their field,
while helping students with Asperger’s successfully navigate university
life.
The ultimate goal is
to ensure the dropout rate for students with autism is no higher than
average. On that score alone, the program is a success, says Bebko,
former director of York’s clinical-developmental psychology program.
“The mentors work with
the students on all areas of concern, but the focus tends to be on the
social and personal aspects of university.”
In high school, most
students with autism are in highly structured programs with very engaged
parents monitoring their every move. But in university, there is an
increased expectation of independence. This is where students with
Asperger’s often get into trouble.
“We have women putting
themselves in risky sexual situations without the skills to cope,” he
says. “For some students, it’s a challenge just to go to a coffee shop
on campus. The needs are so broad and varied.”
Participants usually meet weekly with their mentor one-on-one and once a month as a group for dinner, plays or other activities.
The program has been
funded since 2009 by the Counselling Foundation of Canada, which is
providing a $224,000 four-year grant. It has served about 50 students
since its inception, with 18 to 20 students matched with mentors each
year.
Three students have
graduated, some have switched universities for other academic programs,
but most are still at York, a sign that the program is making a
difference.
Bebko hopes a new manual he has written will be a guide for other institutions to follow.
Evguenia Ignatova, 21,
joined the program three years ago when she began a degree in
psychology. The Russian immigrant, who came to Toronto with her family
when she was 4, says her mentor has helped her navigate university
bureaucracy, compose emails and handle telephone calls.
[...]
“My mentor has helped
me with emotional difficulties and personal problems,” she says. “Just
talking about it has helped. It means I don’t have to burden my friends
and acquaintances.”
Ignatova says her biggest challenge at university is communicating with her professors and dealing with anxiety.
[...]
“A highly academic
student might say they have no concerns, but you notice they have two
papers and an exam coming up for which they aren’t studying. Or they may
tell you they have spent 14 hours on one paper and you notice they have
been ignoring their other subjects,” she says.
On the personal side, Brown has counselled students on how to talk to strangers and stay safe.
She has cautioned
female students against getting into a car alone with a stranger. And
she has advised male students not to tell women they don’t know that
they think their clothing is “really sexy.”
Mentors often meet
students in small groups to practise conversation techniques, including
how to ask questions that are appropriate and not too personal.
“One of our goals is
to create a peer network for the students,” says Brown, 26. “We are
mentors and facilitators. But we are not their friends.”
Working with the students has made Brown passionate about them and the program.
“Many individuals with
ASD have wonderful strengths and skills,” she says. “They have worked
very hard to get here and we should be doing everything we can to help
them succeed.”
