Hanan Almasoud, King Saud University, College of Education (2012)

1. Why is there only one student with high functioning autism attend higher education in Saudi Arabia?:Where is the rest? Hanan Almasoud, King Saud University, College of Education (2012) Under the supervision of Dr. Andrea MacLeod and Dr. Kerstin Wittemeyer, University of Birmingham, School of Education

2. Outline • Why Autism is a “condition” and “difference” not a “disorder” or a “disease” ? • What are the major characteristics of high functioning autism/Asperger syndrome? • What is the implication of considering autism as a “difference” on autism prevalence? • Do they all need extra support in schools/universities? • What are the issues surrounding the diagnosis process in Saudi Arabia? • What are the admission requirements for students with high functioning autism in Saudis universities and colleges? • What choices students may make after secondary school ? • Ahmad (Case study) the first student disclose the formal diagnosis of (HFA) attend higher education in Saudi Arabia. • Questions.

3. Why Autism is a “condition” and “difference” not a “disorder” or a “disease” ? • ‭ ‬”Autism is a developmental disorder characterized by social and emotional deficits‭, ‬language impairments and stereotyped behaviors that manifest in early postnatal life (El-Ansary, 2011). • “The neurobiology shows difference not dysfunction” it is a “state of being” (Baron-Cohen,2012).

4. What are the major characteristics of high functioning autism/Asperger syndrome? • Hidden disability. • Normal or above normal intelligence. • The individual has different “cognitive style”. • Social and communication difficulties. • Sensory issues (Hypo/Hyper-Sensitivity).

5. What is the implication of considering autism as a “difference” on autism prevalence? About 85% of people with (ASDs) can be educated/ or already in regular schools/ universities

6. Professor Tony attwood: “I do think we can look at the normal distribution and that those with an Autism Spectrum Disorder (ASD) are at the extreme of a social quotient described in terms of a normal distribution. While the majority of people with an ASD can be educated in regular schools, there will need to be resources, training and in-class guidance with regard to how to integrate a child with an ASD in the classroom. Thus, education is possible but the resources need to be available.” (Almasoud,2012).

7. (85%) do they all need extra support in schools/universities?

8. What are the issues surrounding the diagnosis process in Saudi Arabia?

9. What are the admission requirements for students with high functioning autism in Saudis universities and colleges?

10. Including students with autism in higher education, (2012) • Including students with hearing impairment started in 2011. • Including students with autism will be from (institutes and mainstream schools) • They will need additional skills prior attending higher education (e.g. communication skills, social skills, flexibility of thinking and behavior, stress management, study skills). • Preparation for( the environment, the staff and the students). • Pass the General Aptitude Test(GAT) 40% • Secondary school Grade Point Average(GPA) 60% • Exemptionfrom achievement test (Biology, physics and chemistry, English, mathematics)

11. Preparatory year deanship (King Saud Universit2012) • English language skills. • Computer skills. • Mathematics skills. • Self development skills (health and fitness, learning thinking and research skills, communication skills, entrepreneurship).

12. What choices students may make after secondary school? • There were accepted but they are (Under-diagnosed, do not disclose the formal diagnosis of (ASD),have been given different label (e.g. LD, ADHD). • The Saudi universities and colleges rejected the students who disclose their diagnosis (e.g. Ahmad case). • They do not meet the admission requirements. • They do not want to study!

13. Ahmad the first student disclose the formal diagnosis of (HFA) attend higher education in Saudi Arabia in September 2012.

14. Ahmad was successfully accepted as an undergraduate student majoring in computer science at the King Saud University in Riyadh on 5 September 2012. An Individual Education Plan (IEP) was developed by the Disability Services Center to meet his needs, and to ensure that his experience at the university was as pleasant and satisfying as possible.

15. Progressing very well — academically as well as socially He has two friends sharing the same interest in computer sciences. His admission offer came after volunteers were assigned, who committed themselves to educating the teaching staff and Ahmad’s peers regarding his condition. One of the volunteers is Ahmad’s current academic tutor. Ahmad received an excellent grade in his first exam at the University.

16. What about the rest? is he actually the first?

17. RQ1: How autism can be identified in adulthood? • Develop a self-diagnosis toolin Arabic language. • Develop an identification tool for the teaching staff and the staff in Saudis Universities and colleges. • Awareness campaign.

18. RQ2:What can be done to support them? • Online courses (Academic courses for the students). • Online courses (awareness and training for the staff). • Online academic guide for the students. • Online academic guide for the staff.

19. References • Almasoud, Hanan, hanan.ali.21@hotmail.com, 2012. Normal Distribution and autism‏. [E-mail] Message to Tony Attwood (tony@tonyattwood.com.au). Sent 15 October 2012 9:13 PM . Available at: http://du121w.dub121.mail.live.com/default.aspx#!/mail/InboxLight.aspx?n=1634217309!n=1989893397&fid=3&mid=64fb3694-b7de-4c3c-a484-0809f2b02235&fv=1 [Accessed 17 November 12]. • baron-cohen, S, (2012). ASD vs. ASC is one small letter important?. In Disorder or difference? Autistic experiences of school and beyond. London, 14 November 2012. Cambridge: Cambridge university. 3-4. • El-Ansary, A etal. (2011). Impaired plasma phospholipids and relative amounts of essential polyunsaturated fatty acids in autistic patients from Saudi Arabia. Lipids in health and disease 10,63,p.p.1-9