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Abstrakt

As more young people enter higher education, there will be an increasing number of students
with physical and mental disabilities. Hidden disabilities like dyslexia, Attention Deficit
(Hyperactive) Disorders, (ADD and ADHD), Asperger’s Syndrome (AS), and various degrees
of reading and learning difficulties can be hard to spot, and university and college teachers
are not trained to handle these students. Empirical studies show that there is an
overrepresentation of people with Asperger’s Syndrome in computer science studies and in
the computer industry. There are many programmers with autistic traits, many of whom are
autodidacts. The profession attracts Aspergers and others with personality disorders who
prefer computers to social settings, and the computer industry would be wise in trying to
attract more varied personality types. Aspergers have narrow fields of interest, lack empathy,
have difficulties reading other peoples mental states and understanding the needs of others.
This causes problems with group tasks, and understanding user needs. The education
institutions are being blamed for not being good enough, as they turn out computer
professionals with little understanding of user needs. These are serious concerns in an age
where focus is on accessible and user-friendly computer systems, user requirements and
usability testing and involving users in the development process. This paper presents
discussions on Asperger’s Syndrome found in sociological and psychological studies,
guidelines for pedagogical methods, as well as personal experience with students with
Asperger’s Syndrome. Some pedagogical techniques based on experience are suggested. Most
of these techniques can be beneficial for all students and influence the way computer science
is taught.

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