research proposal_hanan almasoud
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Research proposal in how to support and enhance services for individuals with autism in higher education institutions by Hanan Almasoud, lecturer and researcher in the field of Autism at King Saud UniversityTRANSCRIPT
Supporting Students with Autism at Higher Education
Institutions in Saudi Arabia
Thesis Proposal Submitted
By
Hanan Almasoud
Partial Fulfilment of the Requirements for
Doctorate Degree
In
Special Education, Autism (Adults)
2011
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Introduction
In recent years, the number of people diagnosed with autism has increased
dramatically (Emmons and Anderson 2005). According to Singh et al (2001), autism and its
associated subgroups (ASD) affect more than half a million people in the United States, and
this figure has grown significantly over the last decade. This has led to increased concerns
and the promotion of autism as an international issue. According to Taylor and Knott (2007),
arranging diagnostic assessments for college or university students who appear to be in that
spectrum remains difficult. It seems that support services are limited to students who arrive at
university with an existing diagnosis of autism (Taylor and Knott 2007).
In regards to higher education institutions in Saudi Arabia, they are still not able to
meet the special needs of these students. Due to this lack of services, students who have been
diagnosed with ASD do not have the opportunity to continue their higher education. In
addition, the lack of knowledge and awareness about ASD also leads to a misunderstanding
of the behaviour of students’ who have no official diagnosis and have already been accepted
to college or university, which can have a negative impact on their academic progress and
post-secondary education experience. As a member of the teaching staff of the Special
Education Department at KSU, I hope that this research will enhance the services provided
for adults with ASD by making the teaching staff more professional and efficient in meeting
the needs of these students with ASD in higher education institutions, which will reflect
positively on the achievement and progress of students affected by ASD, making their
experiences at colleges or universities less stressful and more pleasant.
Literature Review
According to a study conducted by Sahar Alkhashrami (2011) on 85 male and female
students with special needs at King Saud University (KSU), students with disabilities still
face some difficulties in coping with their disability, although there have been some efforts
devoted to improving disability services at KSU. She thus indicated that more studies are
needed in order to develop a better understanding of the problems confronting students with
disabilities in higher education institutions, as well as for removing these barriers, in order to
enhance the inclusion process. In regards to the inclusion of students with ASD, there is still
has a long way to go, and little, if any, research has been conducted about meeting the needs
of this population segment in Saudi higher education institutions.
According to statistics from the Disability Services Centre at KSU, the services
provided for students with disabilities are limited to students with visual impairments,
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physical disabilities, hearing impairments, learning disabilities, and attention-deficit
hyperactivity disorder (ADHD), which shows that there is a significant need for specialised
services for students with autism if their unique needs are to be met in an inclusive
environment (Figures 1, 2). VanBergeijk, Kiln and Volkmar (2008), believe that, in order to
help these students succeed in post-secondary education, they will need specific support and
intervention, which includes planned transitions and a range of supportive and appropriate
accommodations.
Figure 1: The number of students according to their special needs (Disability Services Centre, King Saud
University, 2008-2009)
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Figure 2: The number of the students who have special needs according to their colleges, (Disability
Services Centre, King Saud University, 2008-2009)
Taylor (2005) pointed out that it is difficult for staff at higher education institutions—if they
are not familiar with the implications of the condition—to understand the need for adjusting
academic practices: “Since autism is a condition about which few have any real knowledge, it
may be difficult for many higher education staff to appreciate the difficulties that students
with an autistic spectrum disorder may face in a higher education setting” (YEAR, pg. xx).
The Difficulties Faced by Adults with Autism
A diagnosis of ASD carries with it many difficulties and challenges for the diagnosed
person. It affects the individual’s life in different ways, depending on the severity of the
condition and how much support the person receives from their family and community. This
section will discuss the difficulties faced by adults with ASD, especially the problems
associated with their academic life while at college or university.
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First, in terms of language and communication issues in adulthood, individuals with
ASD might have problems organising their ideas and putting them into a coherent sequence
(Myles and Adreon 2001). They also have problems understanding non-verbal cues, such as
eye contact, gestures, and facial expressions. This affects their ability to communicate with
others and prevents them from engaging in conversation, which in turn leads to missed social
opportunities. Moreover, they have difficulties considering other people’s perspectives in a
conversation, which causes one-sided responses and difficulties in recognising whether the
other person is still interested in the discussion (Myles and Adreon 2001). Some researchers,
however, indicate that language issues might improve over time, whereas social interaction
remains impaired in the long term (Taylor and Knott 2007).
In terms of social difficulties, individuals with ASD have problems understanding
social rules, which can lead to confusion in social situations. In addition, being in a group of
people can also be challenging and overwhelming for them (Gerland 2000; Jamieson and
Jamieson 2004). With regard to friendships, some prefer to be left alone and not have friends
(Eastoe 2005), while others have the desire to make friends but lack the social skills
necessary to form and maintain relationships, with the result being social exclusion (Jamieson
and Jamieson 2004; Myles and Adreon 2001). Another social issue is that ASD sufferers can
become targets for bullying and teasing, which results in depression and emotional problems
(Beardon, Martin and Woolsey 2009; Gillberg 2002).
As for academic challenges, the first days at university can be confusing and
overwhelming for the student with ASD due to the crowds and the new environment (Harpur,
Lawlor and Fitzgerald 2004). They can also experience enormous anxiety when a timetable is
changed, when they are in unpredictable contexts, or even when they are in normal situations
(Taylor and Knott 2007; Dubin 2010). Additionally, students with ASD have problems with
self-organisation, planning their time, and meeting deadlines (Harpur, Lawlor and Fitzgerald
2004; Taylor and Knott 2007). According to Taylor and Knott (2007), their most
recognisable academic difficulty is failing to hand in coursework on time, due to poor
timekeeping. Furthermore, they often find multi-tasking difficult and prefer to finish tasks
one at a time instead of starting and working on many tasks simultaneously.
Another academic challenge relates to problem-solving skills. Students with ASD
might show an advanced ability in solving problems that are related to their special interests,
but lack these skills or show ineffective approaches when it comes to solving day-to-day
problems (Myles and Adreon 2001). They also fear trying new things (Gerland 2000) or
making decisions in unfamiliar environments because they cannot predict the effects of their
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choices (Harpur, Lawlor and Fitzgerald 2004). In addition, a teaching staff may
misunderstand or incorrectly interpret the odd behaviour of students with ASD in public
spaces, such as lecture rooms or halls (Taylor and Knott 2007). Furthermore, students with
ASD lack social networks, and this might lead to anxiety. For example, having missed a
lecture, a student with ASD often has no one to lend him notes. Students with ASD could
also be reluctant to ask fellow students or staff members for help when instructions are
unclear to them, which can make them frustrated and depressed (Taylor and Knott 2007).
They may also find working in groups challenging due to the social demands required and
their inability to adjust to the group’s rules. Conversely, they sometimes participate by doing
all the work by themselves, which is appreciated by their peers, who will have nothing
required of them (Gillberg 2002).
The comprehensive ASPECT consultancy study (2006-2007) aimed to explore the
academic challenges faced by students with a formal diagnosis of Asperger syndrome (AS) or
High-functioning autism (HFA), as well as students without a formal diagnosis, in higher
education institutions in the United Kingdom. It also examined the local authority services
provided for adults with AS or HFA. Luke Beardon,of the Sheffield Hallam University
Autism Centre, a professional in the field and a parent of an adult in the spectrum, and the
late Genevieve Edmonds, an author with AS, devised a questionnaire to examine the possible
challenges and the amount of support that learners received at college or university. A total of
238 questionnaires were received, and 135 students reported facing challenges at college or
university. These challenges were grouped into four categories: social interaction, course
structure/curriculum requirements, college or university social environment, and
understanding of Asperger syndrome or high-functioning autism (self and other) (Beardon,
Martin and Woolsey 2009).
The findings showed that 54 students reported challenges in social interaction, such as
working in a group, and 35 had problems meeting curriculum demands or with the course
structure. In terms of the understanding of AS and HFA, 32 students reported challenges
related to people’s perspective of the condition, or of difficulties associated with their own
understanding of the condition. Meanwhile, 29 students identified social environment
difficulties at college or university (Beardon, Martin and Woolsey 2009). The second part of
the questionnaire investigated the levels of support provided. Fifty per cent of the students
with AS, and 60% of those with HFA, indicated that they received the support they required
at college or university, whereas less than 19% of the students who were not diagnosed
formally felt they had been supported. From these figures, it can be argued that formal
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diagnosis is the “gateway” to accessing services. However, this can be problematic because
of the scarcity of effective diagnostic services for adults. As a result, many students at
colleges and universities remain undiagnosed and therefore do not have access to the proper
services (Beardon, Martin and Woolsey 2009). It seems that developing a deep understanding
of the difficulties and challenges faced by students with ASD is essential to providing
suitable assistance and effectively support their special needs in higher education institutions.
Research Settings and Methods
The study will be conducted at a public university in the capital city of Saudi Arabia
and the participants will be students with ASD; specifically, those students who study at an
undergraduate level and are available at the time of data collection will be invited to
participate. Students’ qualifications for study shall include the satisfaction of set HFA scores,
being in current sessions at university, and studying as a full-time student. In addition, the
administrative staff and the teaching staff from the same university will be invited to
participate in the study. The anticipated duration of the study is three years.
In ordered to collect qualitative and quantitative data, the research method will be a
questionnaire; open-ended, non-standardised interviews; a literature review; and content
analysis of relevant documents. The teaching and administrative staffs will be asked to
complete a questionnaire aimed at assessing knowledge about autism in regards to the causes,
characteristics, diagnosis criteria, and autism treatment, in order to examine their current
understanding of the condition and to identify training needs. Questionnaires allow
researchers to collect data from a large group of people in a short period of time and at a low
cost, in addition to producing satisfying quantitative data.
Interviews with students with ASD will be conducted in order to understand their
particular needs and to figure out what can be done to support them during their time at
university and after graduating, according to their unique needs. The administrative staff and
supervisors of disability services centres will be interviewed in order to clarify their role(s) in
responding to the special needs of these students. Open-ended questions and non-
standardized interviews involve researchers’ non-utilization and non-adherence to fixed
content and structure in questioning respondents to obtain answers with value for analysis.
Such a model of interview suits researchers’ data collection through enabling them to modify
their questioning models, techniques, and content based on conceptions they gain about
individual respondents during interviews. They facilitate interviewers’ procurement of
specific information from each respondent according to variations in their different
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experiences and opinions about the subject of interview. Content analysis and literature
review will be used to analyse existing information that is relevant to the research.
Research Questions
Thematic Questions for ASD Student Respondents
What is your opinion on the current services provided by your college or university?
Do the current services provided by the disability services centre at your college or
university meet your needs?
Do you recognize any improvements in your learning results?
Thematic Questions for Supervisors of Disability Services Centres
How should the university respond to the academic, social, and emotional needs of
the ASD student population?
How does the staff address the needs of students with ASD?
How does the centre respond to the training needs of the teaching staff at the
university?
The following questions will be answered using the data analysis and content analysis
methods on relevant documents:
What is the appropriate provision for students with ASD in higher education
institutions?
What can be done to support them?
What are the necessary changes that must be made in order to make the university
eligible for inclusion?
Contribution to Knowledge and Impact
It is hoped that the findings of this research will help widen the current services
provided for students with disabilities at higher education institutions to include students with
ASD, and to help make the university’s environment more inclusive for all students,
including those with abilities. This will be a major step toward enhancing public services
provided for adults affected by ASD in Saudi Arabia, and will increase the opportunities for
more able students with ASD to advance their learning beyond high school. By offering the
right assistance, students with ASD will be able to achieve and succeed as other students do.
Furthermore, raising the awareness of the teaching staff of the condition will help with
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enhancing the evaluation process that is aimed at identifying if an educational disability exist
or not. Without offering special training, many students who have no official diagnosis and
are already at college or university can be misunderstood, and may miss many learning
opportunities.
References
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Alkhashrami, S. (2011). Evaluation of the related support services at King Saud University
for students with special needs. King Saud University Journal, Journal of Educational
Sciences and Islamic Studies 1(23), 99-134.
Beardon, L., Martin, N. and Woolsey, I. (2009). What do students with Asperger syndrome or
high-functioning autism want at college and university? (In their own words). Good
Autism Practice 10, 35–43.
Dubin, N. (2010). Asperger syndrome and anxiety. Asperger United , 13.
Eastoe, G. (2005). Asperger syndrome: My puzzle. The United States of America: Author
House.
Emmons, P. and Anderson, L. (2005). Understanding sensory dysfunction: Learning,
development and sensory dysfunction in autism spectrum disorder, ADHD, learning
disabilities and bipolar disorder. London: Jessica Kingsley Publishers.
Gerland, G. (2000). Finding out about Asperger syndrome, high functioning autism and
PDD. London: Jessica Kingsley Publishers.
Gillberg, C. (2002). A guide to Asperger syndrome. Cambridge: Cambridge University Press.
Harpur, J., Lawlor, M. and Fitzgerald, M. (2004). Succeeding in college with Asperger
syndrome. London: Jessica Kingsley Publishers.
Jamieson, J. and Jamieson, C. (2004). Managing Asperger syndrome at college and
university. Great Britain: David Fulton Publishers.
King Saud University. (2009). Disability services centre [online]. Available from:
http://www.ksu.edu.sa/sites/KSUArabic/Students/FemaleStds/OleshahCenter/
Disability/Pages/default.aspx [accessed 6 January 2012].
Myles, B. and Adreon, D. (2001). Asperger syndrome and adolescence: Practical solutions
for school success. Autism Asperger Publishing [online]. Available from:
http://www.autism-society.org/site/PageServer?pagename=about_whatis_PDD
[accessed 22 November 2010].
Singh, V., Lin, S., Newell, E. and Nelson, C. (2001). Abnormal measles-mumps-rubella
antibodies and CNS autoimmunity in children with autism. Journal of Biomedical
Science 9, 359.
Taylor, A. and Knott, F. (2007). Developing a diagnostic and support service for students
with Asperger syndrome at university. Good Autism Practice 8, 10–15.
Taylor, M.J. (2005). Teaching students with autistic spectrum disorders in HE. Education and
Training 47(6/7), 484.
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VanBergeijk, E., Klin, A. and Volkmar, F. (2008). Supporting more able students on the
autism spectrum: College and beyond. J Autism Dev Disord 38, 1359-1370.
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