I delivered this presentation as part of the Equity, Inclusion and Wellbeing week (Monday, 5 to Friday, 9 June 2023) on Tuesday, 6 June, in front of several attendees to highlight the lived experience journey I have been on after being diagnosed with Autism and Dyspraxia during my undergraduate studies.
The Use of Language in Inclusion Conference Presentation
1. Lived Experience:
Diagnosed with Autism
& Dyspraxia as a Mature
Student
Equity, Inclusion and Wellbeing Week - 5-9 June 2023
The Use of Language in Inclusion Conference
2. Hello!
I’m Fred Gough (he/they)
Research and Knowledge Exchange Coordinator
(Digital Systems)
4. Table of contents
1 4
2 5
3 6
Statistics on Neurodiversity &
Autism Diagnosis
My Journey pre-diagnosis
Experience as a Mature Student
up to diagnosis
Why I pursued diagnosis & what
that provided me
Experience as a Mature Student
post-diagnosis
Post-completion of degree & full-
time working life
5. Statistics on Neurodiversity
Autism and Dyspraxia
1
“It's better to be open about who you really are, what you're really like, and be disliked by a few than it is
to hide who you are and be tolerated by many.”
― Elle McNicoll.
6. 700,000
people who have been diagnosed with
Autism in the UK. Autism plays a part
in over 2.8 million people’s daily
lives.
7. 140,000
people were waiting for an autism assessment
in England in December 2022 (NHS, 2023)
The National Autistic Society is calling on the
Government to address the growing autism
diagnosis crisis urgently and to immediately
invest in rolling out diagnosis services.
8. £32bn
is spent on care and lost earnings to
support Autistic children and adults in
the UK each year.
An earlier intervention allows for more
to live independently.
9. 10%
people in the UK have Dyspraxia, with 2% of
them who have the condition severely affected.
50% chance that if you have been diagnosed
with Dyspraxia, you’ll have another
neurodiversity condition.
Dyspraxia tends to be identified between ages
7 and 10 years old.
11. 2016
My Pre-Diagnosis Journey
2015
Born in late February
1989; the only child of my
parents.
Eye-sight challenges
observed early into
childhood (visual
astigmatism and having
to compensate with head-
turning due to eyeball
muscles not functioning)
Started to attend
an
independent
primary
school as after
one term in state
education proves
chaotic
2014
2012
2008
2007
2005
2000/
2001
1999
1995
1989
IT skills were
recognised by the
teaching staff and was
allowed to participate
as a team member of
an inter-school
competition
exhibiting them
Attended Speech & Language
and Occupational
Therapist appointments after
concerns with development.
Primary school closed. The family
moves to Lincolnshire. Start
Independent Secondary
school.
Sat 9 GCSEs.
Despite no
paperwork,
allowed to have
extra time and
use of a word
processor for
some exams.
After a difficult two
years of A-Level
study. Completes
two subjects and
moves back to
Derby & starts
work at local
Chartered
Accountancy
firm as
Accounts
Assistant
After a year in
employment and
studying on a day
release, enrols for
HND at the
University of
Derby (part-
time on day
release method)
Completes HND
after external factor
hurdles and decides
to focus on
employment and
develops an interest
in hobby projects.
While attempting to do
self-employment and a
full-time job, begins to
network and study
BTEC Level 3 in
Social Media &
supported employers
with rebrand and
updates to IT system
Joins Green
Party to establish
like-minded friends
and do something
active in the
community.
Takes an active role in the
election campaign and stood
as a local council candidate.
Has sensory overload
burnout causing friction with
others.
12. Also, in 2016…
Feeling the metaphorical glass ceiling weighing on my shoulders, I felt now was the best chance to make a
change in my vocational career.
I was faced with attempting to see which door would open for me.
13. Experience as a Mature Student
Studying Occupational Therapy
“Throw your heart out in front of you and run ahead to catch it.”
– Arab proverb.
3
15. The practical placement experience
exposed poor mental health and
hurdles, which were too high for me to
jump over.
Experiencing low mood and social
anxiety meant I could not perform to
the bare minimum levels expected.
So after a failure to complete the
placement, I was given another chance
but at a different location.
16. Why I pursued a Diagnosis
& what that provided me
“I may not have gone where I intended to go, but I think I have ended up where I needed to be.”
– Douglas Adams.
4
17. During the second attempt of a
practical placement, my anxiety re-
developed and suffering a panic attack.
I was supported by my parents and
withdrew from the Occupational
Therapy programme, and spent a
number of weeks feeling depressed and
overwhelmed with intrusive thoughts.
18. After struggling with my mental and
physical health, I took the step to
understand myself better.
I did not want a label, but I knew
getting diagnosed would decrease the
distress I was feeling and ensure that I
did not fall into the same potholes and
if I was to ever pursue similar pathways,
I would have a support plan.
19. Experience as a Mature Student
Post-Diagnosis
“The moment you doubt whether you can fly, you cease for ever to be able to do it.”
– J.M. Barrie
5
20. Discussions with a locum GP
encouraged me to seek new avenues,
stay in education, and speak further to
Student Wellbeing.
After finally settling on doing a BA
(Hons) Writing and Publishing, I could
book assessments for Autism and
Dyspraxia in my first semester and in
the Autumn of 2018 rather than waiting
longer if done via NHS.
21. Following assessments in September
and October I was formally diagnosed
in early 2019 and began own mental
health recovery aims and was provided
with a DSA Needs Assessment report
which identified headline information
about evidence of my (dis)abilities, the
recommended strategies, including the
implementation of a Specialist Mentor
to help guide me.
Academic Year
2018-19
22. Reading my DSA Needs Assessment Report
allows me to understand how I was affected
by the disability. The following was
highlighted.
How Autism & Dyspraxia impacted
my learning
• Can be over-sensitivity to sudden noise
• Difficulty with breaking inertia/initiating task/planning.
• Useful to have a framework, if possible, to help complete the task
• Slower writing and reading speed than the average student
• Struggle with listening/note-taking when fatigued or low mood.
• Unable to write and process information quickly
• Inability to multi-task, focus on one aspect at a time
• Preferring solitude tasks over group work
23. Post-completion of degree
& returning to full-time working life
“Rivers know this: there is no hurry. We shall get there some day.”
― A.A. Milne
6
24. 2019
(Find Joy in Every Day)
As part of rebuilding my self-confidence, I applied
a self-disciplined determination to track and report
on a positive I could take from each day of the
calendar year – no matter how big or small.
Along with my studies, I also did a 100-hour social
media internship for a local SME.
25. 2020 & 2021
My second and third years of studying BA (Hons)
Writing and Publishing were affected by the
COVID-19 pandemic. Abruptly ending time spent
on site attending lectures, DSA meetings and On
Campus Internship Scheme work experience.
This presented new hurdles to overcome, but due
to the support available, I felt able to carry on and
complete my undergraduate degree.
26. Job Hunting
In the UK, autistic adults are the least likely to be
employed of any other disabled group.
Just 21.7% of autistic people are in employment.
(ONS, 2020)
27. My Vocational Journey
Derby Talent Programme Network Coordinator
APR
MAR
FEB
JAN
DEC
NOV
OCT
SEPT
Starting as an anxious intern unsure
what I would be doing
Working onsite five days a week
& helped launch Derby
Talent Programme with
personalised email
communications
Contributed towards Generation
Next virtual panel event discussing
‘How to get the most out of
mentoring.’
Derby Talent Fair
participating on the
DRIVEN stand &
supported with BLC
Mock Interviews
Starting to prepare for the Derby
Talent Programme Grad Pool
project
Awarded the inaugural Intern of
the Month accolade
Started contributing to
CES Social Media
via Hootsuite – every
Wednesday
28. MAY
APR
MAR
FEB
JAN
DEC
My Vocational Journey
Research and Knowledge Exchange Coordinator (Digital Systems)
NOV
OCT
SEPT
AUG
JUL
JUN
MAY
APR
Nominated & Shortlisted for
Generation Next award for
Equality, Diversity, and
Inclusivity
Won the Generation Next
accolade
Participated in The
Work Health Hub
launch event
Started new role
Joined URKEO EDI
working group
Joined colleagues as
moved from South
Tower to North Tower
First article published on Generation Next website
discussing ‘The real value of a diverse and
inclusive workforce in helping young
professionals in the job market’
Participated in Dr
Nicola Thomas’
Neurodiversity at
Work research by
consenting to interview
via Google Hangouts
Concluded the second and final part of
Unshakable Resilience training, Became
Generation Next ambassador, & got published in
the digital Catena Network monthly magazine
Hosted first
Generation Next
Ambassadors meeting
held at the University of
Derby
Completed a big project of video
editing a training video for Unit
of Assessment Leads on how to
use the REF System.
29. OUTSIDE OF OFFICE HOURS
I will continue to be supporting:
& will look to be working on:
