Would you like to meet other students who have Asperger syndrome / Autism Spectrum Disorder to chat about common interests and share experiences? If so, please come along to the AS/ASD social group!
We will meet fortnightly in the Autumn term. You can come along to as many, or as few, meetings as you would like.
Topics that we discuss, and the direction that the group takes, will be decided by the group.
Dates for meetings:
Tuesday 16th January, 2-3pm – Edith Morley, room 301
Friday 26th January, 4-5pm – Edith Morley, room G57
Tuesday 30th January, 2-3pm – Edith Morley, room 301
Friday 9th February, 4-5pm – Edith Morley, room G57
Tuesday 13th February, 2-3pm – Edith Morley, room 301
Friday 23rd February, 4-5pm – Edith Morley, room G57
Tuesday 27th February, 2-3pm – Edith Morley, room 301
Friday 9th March, 4-5pm – Edith Morley, room G57
Tuesday 13th March, 2-3pm – Edith Morley, room 301
Friday 23rd March, 4-5pm – Edith Morley, room G57
For further information please contact:
Julie: email@example.com or firstname.lastname@example.org
In the award-winning BBC 2 series, Employable Me, inspiring people prove that having a neurological condition shouldn’t make them unemployable. Last night’s show featured 26-year-old Alan, who has high-functioning autism, and 46-year-old Erica, with Asperger Syndrome.
To help them prepare for work, and to support them whilst in work, the Employable Me team gave them Brain in Hand.
We caught up with Alan and Erica to find out about the challenges they faced starting work, the difference Brain in Hand has made, and their plans for the future. See what they had to say – watch the video below.
Brain in Hand is available for students at university and is funded through the Disabled Students Allowance – get in touch with the Disability Advisory Service if you want more information.
Disability Advisory Service
Extended opening hours
Appointments offered between 4.00pm and 7.00pm
(Last appointment at 6.00pm)
To book your appointment, please email
email@example.com (in advance)
or call: 0118 378 4202
NB: this service is primarily open to students who are unable to attend appointments
during standard opening hours (weekdays 10.00am – 4.00pm)
As part of this year’s world mental health day, the Henley Business School spoke to Dr Caroline Rook about her recent research around stress at the top and how best to maintain wellbeing and prevent exhaustion in leaders.
Read more at: Mental Health in the Workplace – still a… | Henley Business School
Microsoft is taking a step forward on our journey to make our products more accessible and empower people with disabilities with the launch of the Windows 10 Fall Creators Update. Our teams have been working tirelessly to build inclusive content and expand the usability of core accessible features. The Windows 10 Fall Creators Update delivers a ton of new features and experiences, some of which are mind blowing!
Source: Microsoft takes step forward empowering people with disabilities with the Windows 10 Fall Creators Update | LinkedIn
Neurodiversity can be a huge advantage for companies, yet people on the spectrum have often been marginalised. Now some firms are specifically seeking them out. Is this a crucial turning point?
Source: Working with autism: ‘We need people who dare to think differently’ | Society | The Guardian
Dyslexia has nothing to do with your intelligence, the colour of your skin or your family background. It is just how your brain works. Your way is not the wrong way, just different. Too many people wrongly assume that dyslexia is just a ‘reading and writing problem’, dyslexics are lazy/stupid or don’t work/try hard enough… This is not the case! It is only a problem if you allow it to be! The traits associated with each and every dyslexic are entirely unique and you will therefore have your own individual challenges as well as a range of strengths that will not only allow you to thrive at university, but will make you a force to be reckoned with in your professional career!
Read more at: DYSLEXIA SUCCESS: A Survival Guide for Dyslexic Students studying in Higher Education | Sarah Chapman
Huge advancements have been made in education around the teaching of pupils with dyslexia. Teachers are more keenly aware of both when a diagnosis may be necessary and of the techniques required to enhance the dyslexic student’s progress. However, it often strikes me that the strategies we use for dyslexic pupils are fundamental for the learning of all. If we taught every pupil as if they were dyslexic, literacy rates might rise.
Read more at: Why we should teach all pupils as if they have dyslexia