I'm currently in loading mode. Whereby I've got a meeting at 2 pm and cannot focus on anything else as my meeting is really important and I do not want to miss it. This is apparently a common problem for autistics.
I've been thinking a lot about being an autistic university student recently. From my own spiralling because I needed to work with other people, to my own students who are doing yet another pair-up for peer review exercise, to the students in the forum I am moderating who are really cross because the instructions for one of their TMA questions are not clear and are easily and often misinterpreted (especially by autistic students).
I've been busy and what with a thousand and one other competing demands right now (and I'm autistic, so switching between tasks does not come naturally to me), I haven't got around to reading a book about ableism in academia that I bought months (if not, at this point, actual years) ago, which I am informed has lots of helpful advice on supporting disabled (including autistic) students. There was a really helpful STEMinar last week I attended that was run by the Classics AL who ran the Relaxed Tutorial project. Some of the stuff she mentioned I already do, but one really interesting suggestion was to include a Quiet breakout room as an option. I'm thinking I'm going to need to include a Quiet breakout room whenever I use them and also I really need to let my students know that they can switch breakout rooms (at least I think they can, there was a recent update that updated that capability) in the first Introduction to SM123 tutorial.
Autistic thinking patterns
I'm currently in loading mode. Whereby I've got a meeting at 2 pm and cannot focus on anything else as my meeting is really important and I do not want to miss it. This is apparently a common problem for autistics.
I've been thinking a lot about being an autistic university student recently. From my own spiralling because I needed to work with other people, to my own students who are doing yet another pair-up for peer review exercise, to the students in the forum I am moderating who are really cross because the instructions for one of their TMA questions are not clear and are easily and often misinterpreted (especially by autistic students).
I've been busy and what with a thousand and one other competing demands right now (and I'm autistic, so switching between tasks does not come naturally to me), I haven't got around to reading a book about ableism in academia that I bought months (if not, at this point, actual years) ago, which I am informed has lots of helpful advice on supporting disabled (including autistic) students. There was a really helpful STEMinar last week I attended that was run by the Classics AL who ran the Relaxed Tutorial project. Some of the stuff she mentioned I already do, but one really interesting suggestion was to include a Quiet breakout room as an option. I'm thinking I'm going to need to include a Quiet breakout room whenever I use them and also I really need to let my students know that they can switch breakout rooms (at least I think they can, there was a recent update that updated that capability) in the first Introduction to SM123 tutorial.