It is always a pleasure to have the opportunity to speak with Dr. Stephen Shore, distinguished author, educator, autism advocate and 'aspie'. During the following interview, we focused on Stephen's life as a college professor…who just happens to have autism. Stephen shares some of his insights regarding what is conducive to a successful navigation of collegiate life….while living on the spectrum. Immediately following the interview is a video from Dr. Shore's website that gives a glimpse into his day to day life.

Kathleen: It’s a pleasure to have the opportunity to ‘speak’ with you again Stephen and in particular to discuss any specific concerns for someone on the autism spectrum who may wish to aspire to professorship. To get us started on today’s topic, are there any sensory challenges to the teaching environment that you can share?

Stephen: Yes… many.  Classrooms may be too hot, cold, transmit too much noise from students walking by outside.  Ventilation may be noisy within the room.  Sometimes opening a window for ventilation lets in too much noise from air conditioning units outside.  Lighting may be poor with florescent lights and/or down lights. 

Kathleen: I know that YOU function very well even with these sensory challenges. Others may have an extremely difficult time, but you seem to modify, go with the flow and do whatever needs to be done to make your teaching environment work. What are some of the modifications you and/or the university make in order to minimize some of the sensory discomfort?

Stephen: At this point the modifications I have asked the university to make are fairly minimal.  For example, I had to change a classroom location because it was in a basement (mold, fluorescent lighting, poor air circulation) due to sensory issues. Being sensitive to heat I make sure my classrooms have air conditioning in the summer and proper air circulation.  As with most things, what’s good for people with autism is helpful to those not on the autism spectrum as well.  It’s just that those on the spectrum seem to be more significantly affected.

Another modification I make relates to attending graduation.  The music is too loud and hurts my ears so I stay as long as possible before departing and waiting outside for the festivities to end.

Kathleen: I see. And yes, these are things that many undiagnosed people would probably find challenging as well...only to differing degrees.

Stephen: That's true.  The autism spectrum is incredibly wide and deep.

Kathleen: Do you feel that your diagnosis was a positive or a negative when being considered for your current position?

Stephen: A positive.  The school had done research on my work before hiring me and my personal experiences were most likely a help.  It’s also important to realize that having autism may be considered more “useful” in a position like mine as a professor of special education than in another subject such as history, chemistry, etc.

Kathleen: Oh I see….so while your asperger’s diagnosis was in this particular case an asset, some of that perceived benefit may not have been as pronounced while interviewing for a position other than in the field of special education?

Stephen: It could be more challenging in perhaps a more business type of environment such as the school of management.  In the arts and even education, it's expected that professors will be a bit quirky!

Kathleen: Yes...and, in many situations, quirkiness is even considered an endearing attribute! Stephen, in what ways have you felt that some ‘different ways of thinking’, due to autism spectrum, have actually benefited your duties? 

Stephen: Yes there have been benefits.  Having autism allows me to think creatively in ways most people not on the spectrum do not consider.  Also, being more interested in the work at hand than “personalities” allows me to focus on the task at hand.  However, doing so may cause one to miss important subtle social cues necessary to act upon for continued employment success.

Kathleen: Oh I understand completely what you mean by focusing on work rather than personalities. This also seems to be a topic I run across often when speaking with friends on the spectrum. Not having an interest in what they view as ‘trivial’ or ‘unimportant’ chit, chat, can cause some social problems.

Stephen: There are other social situations as well. For example, whereas expected dress code in a school of management may mirror what is worn in business environments, people in the arts and education often dress less formally.

However, there are others on the autism spectrum whom for sensory issues, prefer the binding feeling of a suit an tie and the dress code aspect would work very well

Kathleen: I can see how that could be an issue. More formal attire can be scratchy and/or restrictive and uncomfortable! However if deep pressure was beneficial…the opposite could be true.

Stephen: Exactly!

Kathleen: Now Stephen, how are social interactions impacted while performing the duties of your position?

Stephen: Sometime I don’t perceive subtle social cues that are part of almost every interaction in the workplace.  However, having good and knowledgeable mentors to discuss these and any concerns I have before they develop into issues is very helpful.  In addition, difficulties with facial recognition means that it takes me all semester to begin to recognize my students.  However, I think my disclosing this difficulty to the students helps them understand.

Kathleen: It sounds as though good communication is definitely key here, as well as not letting fear of being misunderstood stand in the way of knocking on new doors of opportunity!

You are a very friendly and outgoing person…I’m just speaking from what I know of you Stephen…and it seems you tend to make friends relatively easily. Can you give me an idea of how you have cultivated this gift within your Asperger’s experience? I’m sure that music has been an asset in this area. How would you advise other young people with aspergers to make the most of their relationship experiences in the collegiate environment particularly.?

Stephen: That really is hard to say.  However, as you suggest the interest of music may have been of help. Like many of us on the autism spectrum, I like to talk with others about common interests.  Autism is also an interest I have in common with many of my friends. The best way for others with AS is to find activities related to their deep interests and passions. In that way there is automatically a common topic of discussion.

Kathleen: Very good...and that is a very natural and quite “typical” way to develop good communication as well.

Are you aware of other professors who have the diagnosis of autism spectrum, and/or do you know of professors on the spectrum who may not necessarily have a formal diagnosis? 

Stephen: I do know of some professors who know they are on the autism spectrum.  There are others who suspect they may be on the autism spectrum.  Finally, there is the group who very may have autism but are in denial or unaware.

Kathleen: Do you think that those who are aware have an easier time with collegiate life? Or does it really seem to make a difference from what you have observed?

Stephen: I think what is most beneficial is that people are aware of their own characteristics.  If they do that without an autism or other diagnosis that is fine.  The autism diagnosis just provides a nice "basket" in which to summarize a condition.

Kathleen: So you're saying that the diagnosis can make the collection of symptoms, or characteristics, more coherent? more understandable?

Stephen: Yes it can.

Kathleen: That is the positive scenario. : Do you feel that in other situations it can have a negative effect? And what do you think can cause that difference?

Stephen: It can be helpful for categorization as long as it is done without stigma. Positive or negative is determined by whether the categorization is done with stigma or not.

Kathleen: Yes I understand.

Stephen: How autism is presented can help in that area. If it's presented as a collection of characteristics without judgment and with the idea that specific strengths can be put to good use that is of great help.

Kathleen: I think we will discover, before long, that many of the perceived "problems" associated with autism spectrum have been the feelings of fear and inadequacy projected by teachers, caregivers and others. Not every issue of course, but many.

Stephen: I think you are right.  Especially as greater appreciation for skills people have rather than what they don't have continues.

Kathleen: Oh I definitely second that!

To close us out Stephen, what advice would you give to someone with an autism spectrum diagnosis who is considering pursuing their doctorate with the intention of teaching in an institution of higher learning?

Stephen: Higher education can be a great place for people on the autism spectrum to focus on their deep interests and passions with others.  However, it is important to have a good mentor to help with any socially-based challenges. It's all a matter of finding one's niche – whether they have autism or not. And having a mentor is where it is at.  A person whom can be trusted.

Kathleen: Yes. That's very true. We're seeing that programs like "Circle of Friends" and other support networks are becoming very helpful for younger ones on the spectrum.  My hope is that through advocacy and collaboration,  we ALL can bring greater awareness to the table. That in turn will be reflected in reduced fear and prejudice that is still found toward those with differing abilities.

Stephen: Awareness is key.

Kathleen: Stephen, thank you so much.

You may read more about the life and times of

Dr. Stephen Shore at his website: www.autismasperger.net

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