Navigating Through College Social Scenes: My Experience at a University (Part 2)
June 13, 2018
By: James Taniguchi
Categories: Self-Advocates
James Taniguchi is a 2016 OAR Scholarship recipient. This is the second post in his series for OAR’s blog.
In my last post, I explained some of the social and communication challenges that people on the spectrum experience in unstructured conversations. Many of the social approaches I mentioned rely on speaking fluently and understanding what others are trying to communicate. This can be especially challenging, as individuals with autism may process sensory information in a unique way and may have hypersensitivities that need to be considered in social scenes.
Greetings and small talk are not the only challenges you might encounter in college. Fast-paced lectures and longer conversations can be tough to follow, especially in unpredictable environments with sensory distractions. I’m going to describe some of the processing and sensory challenges that I experience in college and list some of my strategies to keep up with social interactions in unpleasant environments.
I personally need to concentrate on understanding conversations directed at me to keep up with fast-paced discussions. I find it challenging to generate a quick response to keep the conversation flowing, as I am not a multitasker.
But what about maintaining lengthy conversations or discussions? For in-class and formal discussions, you may want to organize your thoughts so others can easily understand and respond. Some individuals might encounter challenges with voice projection, speech fluency, and translating non-verbal thoughts into words.
For fast-paced college lectures, it might be challenging to concentrate – especially if it’s a long lecture! When I’m bombarded with constant verbal information, I’m prone to “zoning out,” leaving me susceptible to missing what others’ have said. Here are some solutions I’ve devised to help me concentrate:
These challenges are specifically associated with sensory hypersensitivity, which can be difficult to avoid during lectures and social interactions. The mere size of college campuses results in less predictability of averse environments. College lecture halls with constant sensory distractions make it difficult to concentrate on listening to verbal instructions. Without strategies to prevent exposure to averse environments, hypersensitivity may result in sensory overload.
I’ve found that some sensory distractions cannot be avoided as easily in both lectures and social scenes. For example, bright projectors and LED lights make it difficult for me to see the text on the screen. Constant exposure to bright light makes me feel tired and drowsy, regardless of the time.
Important Note: If you feel like your sensory challenges are significantly affecting your ability to learn and concentrate during lectures, make sure to talk your professor or academic advising; they may provide you with the extra resources or adjustments to classroom environments.
During social interactions, noisy environments make it challenging to hear ongoing conversations, especially if you have hearing sensitivity and difficulties shutting out background noise.
There are social scenes that involve lots of people and sensory information, especially at dinner, house parties, and campus wide events. If you are planning on going to social events for the first time, make sure to have a backup plan if you become sick or start feeling uncomfortable.
This post shares my experiences and strategies I use to overcome some of the challenges in formal or lengthy discussions. In addition to challenges with daily conversations and small talk, social and communication obstacles can originate from sensory sensitivities or how people with autism process information differently.
For my next and final blog post, I’m going to talk about my experiences and challenges on finding a home on campus, based on insights and opinions from previous mistakes I’ve made. Hobbies and interests may include joining campus organizations, research groups, and recreational clubs accompanied by a group of people bonded within a smaller community. To engage in college activities, it’s important to browse through campus resources and join the right group of people with whom you feel comfortable being with.
Being autistic doesn’t mean someone can’t attend college; there are many techniques to overcome “invisible” obstacles associated with processing differences. I believe that students with autism can attend college without having to sacrifice their health, or face social isolation and loneliness.
About the Author
James Taniguchi is a recipient of the 2016 Schwallie Family Scholarship and currently a college sophomore who is pursuing a degree in neuroscience. His verbal language delay became apparent in preschool, and he was diagnosed with PDD-NOS at the age of 6. As an American-born Japanese person living in the Bay Area, he has been traveling to Japan every year since 2001. His hobbies include working in labs, reading research papers, listening to instrumental music, and occasional walks to the beach near his college campus.