Introduction
This page suggests ways to adapt your communication in one-to-one appointments to make them autism friendly. It focuses on appointments where you give CV or application feedback and advice. It was written by a Careers Applications Adviser.
Examples of student presentation
Autism is a complex spectrum condition and affects people in different ways. In an appointment, you might notice one or more of these characteristics:
- poor short-term memory
- repetitive behaviours (for example, stimming such as hand flapping and other movements)
- other conditions such as mental health challenges, ADHD, dyslexia, dyspraxia, or physical needs such as needing the toilet often
- sensory overload (for example, trouble filtering out background noise)
- under-sensitivity to any of the seven senses
- avoiding eye contact
- loss of concentration (for example, focusing on other sounds or distractions)
- a strong focus on timing (for example, wanting to finish the appointment exactly on time)
Communication adjustments for a good appointment
If the student hasn't asked for reasonable adjustments for the appointment, try these tips:
- check if they're comfortable with their surroundings and adjust if needed. For example, close the door, turn off the air conditioning, or change the lighting
- ask clear and direct questions, for example, ‘Who are you writing this CV for?’ Avoid vague questions such as ‘How do you feel about...?’
- give specific, step-by-step instructions, for example, ‘When you get home, go on your laptop and find the job specification. Look at the eligibility criteria...’
- be prescriptive and give more detail than you usually would
- accept that they might not make eye contact and continue as if they're listening unless they show other signs of losing concentration
- speak calmly and slowly, with pauses between phrases
Main challenges in appointments and how to address them
Anxiety
- Check for sensory overload and make appropriate adjustments. If their anxiety doesn't improve, see 'Student breakdown' below
Student breakdown
- Check if the environment is contributing. For example, is it too loud? If so, offer to move somewhere quieter
- Offer to leave the room for a few minutes
- Ask what they can manage today
- Consider rearranging the appointment if needed
Student loses concentration
- Use their name
- Ask what they think about the topic you were discussing
- Offer to change the environment
- Offer to move on to a different question or topic
- Decide when to end the appointment and reschedule if needed
Trouble meeting recruitment deadlines
- Break deadlines into smaller tasks
- Create a spreadsheet showing deadlines, what you agreed, and the actions to take
- Email this to the student
Filling their CV
- Ask probing questions: What extracurricular activities are you involved in at University? What are your hobbies? What do you do in your spare time? Ask them to describe these to you
- Look for a passion or a strong interest
- If any of their activities or interests involve working with people, ask them to describe how they work in a team
- Discuss disclosure if appropriate, for example, if related to gaps on their CV. Have they thought about it? Do they need further advice?
Application question support
- Help them interpret the language. Ask if they understand what's required
- Find out which questions concern them most
- Suggest they answer the easy questions first
- Discuss using strengths gained from their autism as evidence for competencies. Probe to find strengths
Actions after appointment
- Agree on clear, achievable steps for the student to take after the appointment
- Email these to the student
- Write a journal note to record this