Every person with autism or Asperger syndrome has different needs, but there are some key types of support that students may need while in further or higher education. These include:

  • immediate access to pastoral support or a particular staff member who the student can go to with any concerns
  • a dedicated support worker
  • autism awareness training for staff
  • specialist tuition support (eg language skills, structuring work)
  • use of literal language in written materials
  • providing extra time immediately after group sessions to check that the student has understood everything
  • providing alternative ways to complete team work that don't involve group interaction
  • having the same information conveyed in more than one way (eg verbally and in writing)
  • allowing time for the student to get accustomed to the campus or site
  • preparing the student for changes of routine (eg around exam time).


Other student needs may include:

  • providing access to relevant college documents (eg Disability Statements, equal opportunities policies, students' handbooks etc)
  • ensuring there is sufficient awareness of autism among other staff and students
  • staff acting as role models in treating the student with autism with respect and offering them equal opportunities
  • providing adequate financial support to cover any extra costs
  • ensuring access to all college and campus facilities
  • providing support and information before and during the admissions process
  • giving additional time allowance for the student to complete the whole course
  • having a study skills service
  • making specific accommodation arrangements
  • having clear evacuation and safety procedures
  • accessing support from local authority services
  • providing a Disabled Students' Co-ordinator or Inclusive Learning Co-ordinator
  • having a Disabled Students' Representative in Student Union.


Some students with autism or Asperger syndrome may need alternative exam and assessment arrangements. This should include:

  • preparing the student for the change of routine involved in sitting exams
  • using a separate room with its own invigilator
  • providing extra time to complete assessments
  • printing exams on plain paper in a single colour
  • using literal language in exame papers or providing a support worker to clarify the language of an exam paper
  • providing word processing facilities if the student's motor control is impaired.


This information has been adapted, with permission, from information sheets produced by SKILL, The National Bureau for Students with Disabilities.

SKILL closed in April 2011. Some of its functions have been taken on by the Disability Alliance, including the provision of the Disabled Students’ Helpline, and the website at www.disabilityalliance.org/skill.htm

Disabled Students Helpline
Tel: 0800 328 5050

(Tues 11:30am-1:30pm and Thurs 1:30pm-3:30pm)
Email: skill4disabledstudents@disabilityalliance.org

Quick link to this page: www.autism.org.uk/15693