Monika Johnson
"It is an invisible disability," says Virginia Rutan, RCPD's Cognitive Disabilities Specialist, describing Autism Spectrum Disorders (ASDs). At MSU, students seeking resources for ASDs have increased from 3 to 26 in the last five years: a testament, Rutan says, to increased awareness and diagnosis. Students with Asperger Syndrome (AS), a type of Autism Spectrum Disorder (ASD), are often extremely intelligent and excel academically. According to Rutan, many students with Asperger Syndrome experience deficits in social and interpersonal skills."
According to the Center for Disease Control (CDC), one in every 150 people is affected by ASDs, making it one of the most common cognitive disorders in the US. While it is not a learning disability, its symptoms are often misdiagnosed and misperceived to be treated as one. Essentially, ASDs encompass developmental disabilities that can cause severe social, communication, and behavioral challenges. The CDC estimates that approximately 560,000 individuals between the ages of 0 and 21 have an ASD.
"She sometimes feels as if she is living on the edge of the social world," Rutan said of one of her students diagnosed with Asperger Syndrome. The disorder affects people in a variety of ways, from symptoms such as difficulties in communication and social behavior to restricted, obsessive, or repetitive activities. A common theme is illustrated by many students with ASDs: "The need to socially connect and engage with their peers," said Rutan. In addressing this need, several times a year, Rutan facilitates social outings for her students as a means of practicing interpersonal skills and developing peer relationships.
Academically, people with ASDs are of average to above average intelligence levels. Students who receive resources from the RCPD excel in many majors, particularly math and science related; two graduate students also utilize the RCPD. According to Rutan, the rapidly increasing rate of students seeking resources (3-26 in five years), is largely due to "MSU leading the way" in services for persons with disabilities.
The RCPD offers many resources to students with ASDs, ranging from residential accommodations to academic assistance. Alternative testing and alternatives to print materials are available, in addition to one-on-one meetings with Rutan to discuss courses and personal experiences. Because many students with ASDs are "very literal thinkers," Rutan says, it is sometimes necessary for professors to provide very clear, detailed verbal and written course expectations. Additionally, some accommodations may be necessary in the classroom for students with fine motor skills limitations, such as using a laptop to take notes. However, it is important that peers and professors understand that each person with an ASD experiences the disorder differently.
Josephine, an MSU Senior majoring in Psychology, has lived with ASD since she sustained a brain injury at birth. She explains that her symptoms are mostly social, and in academics, "I tend to take things like following directions very literally. For example, if a paper is supposed to be 3-5 pages, I'll feel that 3 is sufficient." In high school, a lack of understanding of ASD prevented her from getting useful resources-she received a few services from the counseling office, such as reading help, but none of them were for problems she needed accommodations for.
Now, the RCPD is able to offer her assistance with day-to-day difficulties. Rutan can help her get extended time for exams and tests, in addition to working with professors. "I know Virginia is always a source for whatever I need- she can give it to me or help me find it. No matter what happens, if I tell Virginia, she will help find a solution. Having that has made college a lot easier," Josephine said.
In college, the RCPD helps her expedite the process of having a single room in her dorm, making it is easier for Josephine to handle many of the daily issues associated with having an ASD. "I do a lot of compulsive things, like sitting for prolonged periods of time, shaking my head, or spinning in circles. Sometimes I'm thinking about talking to people and how to improve past actions," she said. It is useful for her to have a single room so she can spend time alone and away from peers for a few hours a day.
When she graduates this spring, Josephine plans to pursue an MA in counseling and work in a community resources field. "I am so grateful for the resources RCPD has provided, and I want to provide them to others. All they have done for me, I'd like to do for someone else," she said.
Today, MSU remains dedicated to improving the resources it offers for students with ASDs. "I'm pleased with the progress Virginia Rutan is making in discovering how best to help this population succeed in higher education. Upcoming efforts will further our capacity to address the unique needs of students with Autism Spectrum challenges," said Michael Hudson, RCPD Director. In the future, Hudson hopes the RCPD will be able to offer greater mentoring opportunities, since many students have developed effective strategies to cope with the disorder and can assist other students.
"I remain impressed with the intellectual capacity of these students, yet I know that helping them overcome interpersonal barriers is key in helping them maximize their life potential," Hudson says.
Find more information about Asperger Syndrome here.