Specialist Mentoring: Autism & ADHD
The role of a Specialist Mentor: Autism & ADHD is to provide additional support to students throughout their journey in higher education.
Your Mentor’s role is to help you better understand the academic requirements of higher education and identify any barriers to your learning. They can support your development of organisational and time management skills, which can help manage your workload and meet deadlines. With the help of your mentor, you can establish realistic goals, create plans of work, and set targets that cater to your individual needs.
Specialist Mentors: Autism & ADHD hold an in-depth knowledge and practical strategies to work alongside autistic and ADHD students to support them to succeed in their studies and work placements.
Through psychoeducation, you mentor can support you to better understand how autism and /or ADHD impacts on your learning, allowing you to better work to your strengths as well as better advocate your needs in terms of reasonable adjustments.
The role of a Specialist Mentor does not include subject-specific tutoring or acting as an advocate or counsellor. These aspects fall outside the remit of the SM:ASC role.
The overall goal of a Specialist Mentor: Autism & ADHD is to gradually reduce the need for their support as you continue to grow your independence. They aim is to provide the support that is unique to you and your experiences, with the intention of helping you succeed academically and prepare you for a seamless transition into the professional world.
The mentors typically assist with such things as:
- managing change and difficult emotions
- dealing with challenging social situations
- developing social and communication skills
- having a healthy work/life balance
- accessing academic support and guidance
- managing course requirements (e.g., speaking in seminars, giving presentations)
- Developing self-awareness and self-advocacy
- advising on quiet (low-sensory) study spaces
- any other issues that the student brings to the sessions
Attention Deficit Hyperactivity Disorder (ADHD)
ADHD is characterised by a predominance of either inattentive or hyperactive-impulsive symptoms, or a combination of both. The condition involves challenges in managing attention, with considerable variability in how individuals focus on tasks based on their relevance. ADHD individuals often seek sensory stimulation and may have a strong need for movement, which can aid in concentration, anxiety regulation, or serve as a form of release. Organisational tasks can be particularly challenging, and there may be difficulties in retaining information in working memory. Written instructions or note-taking can be beneficial. Support in breaking down tasks and managing organisation is often needed.
This will close in 0 seconds
Neurodiversity
Neurodiversity acknowledges the natural variations in human brain function and behavioural traits as integral to human diversity, viewing conditions like autism, ADHD, dyslexia, dyspraxia, and dyscalculia not as disorders but as different aspects of neurocognitive functioning. It advocates for societal shifts towards greater acceptance, rights, and accommodations for those with neurological differences, emphasizing inclusion and support. The concept of a "spiky profile" integrates with this view, illustrating how individuals may exhibit significant strengths in certain areas while facing challenges in others, further highlighting the diverse spectrum of human abilities and the need for tailored support.
This will close in 0 seconds
Dyspraxia
Dyspraxia affects both fine and gross motor skills, significantly impacting writing, typing, and self-care activities. Dyspraxic individuals may also face challenges with memory, attention, perception, and processing, leading to difficulties in planning, organisation, executing actions, or following instructions in the correct order.
This will close in 0 seconds
Dyscalculia
Individuals with dyscalculia struggle with mastering arithmetic skills, calculations, number sense, and mathematical reasoning. Challenges often extend to understanding quantities, time, and abstract numerical concepts. Dyscalculia is frequently accompanied by working memory difficulties. Approximately 50% of individuals with dyscalculia also face reading challenges, and many experience significant maths anxiety.
This will close in 0 seconds
Dyslexia
Dyslexia is a learning difficulty that affects the ability to develop automatic and fluent word reading and spelling skills. It is often associated with challenges in phonological awareness, which involves understanding and manipulating the sounds in words, and may also impact orthographic processing—the recognition of whole words, letter strings, or spelling patterns. Dyslexic individuals might be self-conscious about reading aloud, which can also hinder comprehension, and may avoid using complex vocabulary in writing to prevent spelling errors. Though not officially part of the diagnostic criteria, dyslexic individuals often struggle with organisation, sequencing, and may have low academic self-esteem. A notable discrepancy exists between their confidence in verbal tasks versus written tasks.
This will close in 0 seconds
Autism
According to current diagnostic criteria, autistic individuals face challenges primarily in social communication and exhibit restricted, repetitive patterns of behaviour. The severity of these challenges can vary significantly. Many autistic individuals have sensory sensitivities that are particularly challenging in new and unfamiliar environments. Furthermore, they often prefer structured and predictable settings, benefiting from ample time to process information and adapt to changes. Social anxiety can pose a significant challenge in unstructured and unpredictable social situations. While the challenges of autism might be less visible in certain settings, they can still have a profound, cumulative effect on mental health, well-being, and may lead to burnout.
This will close in 0 seconds