Teaching case study 2: Dan

Scenario

Dan is in the first year of his doctorare in mathematics. He has Asperger's syndrome and would like to teach. He finds it difficult to make friends and explains to the trainer that he is concerned that he does not have the interpersonal skills to interact effectively with the undergraduates he would be teaching.

Suggested adjustments

The trainer contacts the Disability Service to find out what adjustments he needs to make to his usual practice. He is given information about Asperger's syndrome and about teaching styles which will make the training more accessible to Dan. He adapts his teaching style so that he avoids using imagery, humour and colloquialisms. He also checks back at the end of each session that Dan has understood.

In adapting his own teaching style to Dan's learning style, the trainer discovers more about the potential challenges Dan may face as a teacher. He works individually with Dan in preparation for Dan's practice teaching session. Dan plans  his session and presents it to the trainer a few days before. The trainer gives him feedback on the positive aspects of his presentation and makes specific, unambiguous and practical suggestions about how it could be improved. These suggestions are given to Dan in written form after they have been discussed with him.

The Disability Service suggests that Dan be allocated a personal mentor who will provide a listening point for Dan's reflections on and concerns about his teaching. The mentor is funded through Dan's DSA and an ex-teacher is recruited to the role.