Student Wellbeing Autism mentor

1. To support students to develop learning strategies to help manage difficulties associated with Autism. The precise nature of the duties will vary considerably depending on the needs of the student, support may include:
   • Motivation and goal setting
   • Strategies for effective time management
   • Organisation and planning
   • Study and exam preparation strategies
   • Managing stress and anxiety where this impacts study.
   • Social communication and interaction
2. To agree and maintain appropriate ground rules for support sessions, including any practical environmental or sensory preferences relevant to the delivery of support.
3. To support students to develop self-advocacy skills, including confidence in accessing and communicating with relevant University services where appropriate.
4. To signpost students to relevant University facilities and services and support them to develop confidence in accessing these independently, where appropriate.
5. To use appropriate strategies and resources during support sessions, such as prompts, reminders, schedules, planning tools, mind maps and confidence rating scales.
6. To maintain appropriate CPD, professional competence, status and memberships of professional bodies, where applicable.
7. Develop an agreed learning plan which is appropriate to the students’ needs and demonstrates the development of techniques and strategies which will help to promote independent learning and progression.
8. Provide within agreed timeframes, progress reports and associated documentation in consultation with the student and the Register of Support Providers.
9. Ensure that electronic timesheets are completed on a regular basis and by key dates as advised by the Register of Support Providers.
10. Maintain confidential records, including an electronic record of all contact with students, ensuring these are safeguarded in line with Data Protection legislation in Northern Ireland..
11. To have regard to the University’s equality, diversity and inclusion expectations when providing support.
12. To follow relevant health and safety requirements when providing support on campus.
13. Maintain an up to date knowledge of relevant legislative developments and best practice within the post-16 education sector in relation to support for disabled students

Qualifications

Essential Criteria

• Educated to degree level or equivalent.

Desirable Criteria

• Teaching qualification or relevant qualification in autism, education, psychology, social work, disability studies, special educational needs, counselling, mental health or a related discipline.
• Autism-specific training, such as National Autistic Society training or equivalent

Previous Experience

Essential Criteria

• Professional or voluntary experience of working with autistic adults and students.
• Experience of supporting autistic adults or students to develop learning strategies, organisational skills, time management and independent study approaches.
• Understanding of the impact Autism may have on participation in the Higher Education environment.
• Ability to deliver support remotely if required, including access to appropriate IT equipment and a reliable internet connection.
• Excellent written communication skills, both oral and written.
• Good interpersonal skills and ability to communicate with students on a one to one basis.
• Understanding of confidentiality and data protection responsibilities.

Desirable Criteria

• Experience of supporting students in higher education.
• Knowledge or experience of IT packages used to support autistic students, such as Read&Write, ClaroRead, mind mapping or planning tools.
• Experience in the development of learning plans which are appropriate to the needs of students in the higher education environment.
• Ability to devise creative problem-solving strategies.
• Flexibility over working hours.
• All successful candidates will be expected to complete an Access NI (Enhanced disclosure) check.