communication tips

communicating with tutors and small class tutors

Tutorials are generally smaller classes that give the opportunity for students to discuss the course material or undertake practical activities. Attendance at these may be compulsory, unless you are covered by a medical certificate or have extraordinary circumstances that prevent you from attending. You may need to speak to the tutor about any non-attendance.

These small classes can provide challenges for students with ASD. Many are uncertain as to:

• When do I start talking?
• How long do I talk for?
• When do I stop talking?
• What topics are okay for discussion in the group?
• How and when do I ask questions?

It is important to know that participation in the discussion is not always compulsory. If you feel anxious about talking in groups, it may be worth disclosing to your tutor/teacher about your ASD and how this impacts on your participation. This way they can understand and not ask you directly to make any comments.

Sometimes, students can dominate discussions in small classes. It is not appropriate for any student to dominate class discussions, as all students need the opportunity to participate. It is important to ensure that your input to class discussions is relevant, and therefore you need to base your responses or questions on information from the lectures, text books or assigned readings. Avoid answering questions that you do not fully understand.

If you feel anxious about talking too much in groups, it may be worth disclosing to your tutor/teacher about your ASD and how this impacts on your participation. This way they can understand and you can ask them to indicate to you when it is time to stop talking. They also may be able to work out a formula with you about how much talking to do. For example, a certain number of questions per class, or a time limit for responses.

Depending on the class structure, there may be time during or after a tutorial to ask questions about assessment tasks or lecture material. If you are nervous, consider writing down your question or making notes. You can also email questions or concerns to your tutors. Make the emails polite, short and concise.

Usually tutors will have time allocated to student consultation. You can request a meeting to meet with your tutor or teacher about the course material or assessment tasks. It is advisable to have specific questions prepared for the meeting.

communicating with peers

Many students with ASD find social situations with other students create the most stress for them. It can be difficult understanding the non-verbal cues, innuendos and social rules that accompany much peer communication. However, successful communication with your peers can make your tertiary learning experience much more satisfactory and enjoyable. Many students discuss the course and assignments and share helpful tips. Therefore, as well as the benefits from friendships, you could also gain helpful support and advice about your studies.

It can be difficult to know how to initiate conversations with strangers. One advantage of being a student is that course work is something that everyone in the class has in common, so it can be an easy way to start up a conversation. For example, you could ask the student sitting next to you in the tutorial if they have started the next assignment. It is advisable that you make a list of possible questions you could ask other students in your course. Use some of these to start a conversation. Listen to their responses, as these may provide information for further questions and discussions.

You may wish to observe others’ interactions for some important communication rules. These include: degree of eye contact, physical distance from others, appropriate greetings, and the amount of talking versus listening you should do. Practice using these rules in your communication with other students.

Some campuses have clubs and societies for students to join. They often have social events on a regular basis. The advantage of these is that it brings students with common interests together. It is an easy way to get to know others and belong to a social group. Some campuses have societies for students with ASD.

The cafeteria can be a popular place for students to meet. However, they can be very busy, chaotic and noisy places. You may find this distracting. The busiest times in the cafeteria will most likely be between 12pm and 2pm (lunchtime) and after lectures finish for the day. If you are meeting other students, suggest a quieter place, or meet in the cafeteria before or after the busiest times.

who can help?

• Student services.
• Student counsellors.

question & answer

Question: I emailed my teacher with some questions I had about the course work. In her response, she directed me to read certain chapters in the text book. I was frustrated as I had read those and still did not understand some of the material. I emailed her again and asked some more questions but she repeated that I should read the text book. Should I email her again to say that I have read the text book and I am frustrated with her advice?
Answer: You should email your teacher again explaining that you have read the relevant chapters in the text book but that you still have some questions, and ask for an appointment to see her. It is best to avoid a sequence of emails with no real outcome.

Question: I enjoy talking to another student quite often in my prac class. I thought we were friends but sometimes when I pass him in the corridor he does not stop for a talk. I am not sure if he wants to be a friend.
Answer: You should not feel that the person does not like you because they do not always stop for a talk. Maybe they need to get to class and do not have time to talk. You should just say hello to him in the corridor and keep enjoying your longer chats in the prac class.

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