challenging authorities with self-diagnosis

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Hey guys, this is my first time posting here. i know people grow tired of the self-diagnosis stuff questions all the while but if any one can help me it would be awsome

Anyway, im 21 and im at uni in Manchester, England. this is my 3rd year there....and 3rd different course. In my first year, i did Philosophy but couldnt handle the seminars and group work and found it way too hard to handle and so dropped out (i was also working full-time trying to win a girl over which kind of distracted my interest away from going to those lessons that i hated). Second year i did Economics... was fine for a few months, got distracted with an online game, which became a 24/7 passion of mine and it was like i wasnt even at uni, i just never went in. and so failed. Now im doing Business and everythings going alright, but im still having big problems with group work and stuff (sacrificed 15% on my last assignment because i couldnt get myself to ask anyone if i could join their group for a group presentation).

Anyway, a few weeks ago i self-diagnosed myself with ASD. which im 99.99% sure i have.

My question to you guys is that do you think my self diagnosis, or any self-diagnosis can be strong enough to warrant talking to my university head of year and talking about my problems? i dont know at all how to go about getting a diagnosis, and to be honest ive heard and read a lot about problems people have with them and i dont really want to deal with that.

Some facts:
My grandad had low functioning autism, my mom and sister share all the same symptoms, experiences, habits, stims, sensitivites etc etc (like we all have autism/aspergers which im pretty sure is true)

Ive took some online tests:

AQ = 37/50
EQ = 18/100

Aspie-quiz:

Your Aspie Score: 136 of 200
Your neurotypical (non-autistic) score: 65 of 200

You are very likely an Aspie.


My IQ is about 110 also.



And ive done the DSM-IV:

(I) A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B) and (C)

• (A) qualitative impairment in social interaction, as manifested by at least two of the following:
• 1. marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction
• 2. failure to develop peer relationships appropriate to developmental level
• 3. a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people, (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people)
• 4. lack of social or emotional reciprocity ( note: in the description, it gives the following as examples: not actively participating in simple social play or games, preferring solitary activities, or involving others in activities only as tools or "mechanical" aids )

• (B) qualitative impairments in communication as manifested by at least one of the following:
• 1. delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)
• 2. in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others
• 3. stereotyped and repetitive use of language or idiosyncratic language
• 4. lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

• (C) restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least two of the following:
• 1. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
• 2. apparently inflexible adherence to specific, nonfunctional routines or rituals
• 3. stereotyped and repetitive motor mannerisms (e.g hand or finger flapping or twisting, or complex whole-body movements)
• 4. persistent preoccupation with parts of objects

(II) Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years:
(A) social interaction
(B) language as used in social communication(?)
(C) symbolic or imaginative play

(III) The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder

Bold = what applies to me


2. failure to develop peer relationships appropriate to developmental level is relevant to me as child.

The (B) language as used in social communication(?) is because when i was little i was going to a speech therapist cus i had problems with my pronunciation and apparently spoke with a lisp, im not sure if this qualifies so i put a (?) there.


Ive read a range a lot of books, online articles, first hand accounts etc etc and im aware of similar conditions which can be described alternatively to ASD and im completely aware of what constitutes a diagnosis etc etc.

Im not gonna go through my symptoms unless someone wants to know, cus i dont wanna bore you guys any more with it haha.


But anyhow, i feel that ASD is the reason thats affecting my time at uni. I have an obsessive interest with music, and had i known a few years back what i know now, i would of just done music at uni instead of trying to fit in with a blank canvas degree.

Do you guys think that you would need a professional diagnosis to challenge authorities, talk about your problems and explain that you have ASD and about how you can make your studies easier? or will they just snub it?

If any of you guys have experienced similar things then that would help too

Sorry if i dont make much sense, im not very good at explaining things

Thanks

It depends on the tutor, at the end of the day. They can sometimes snub things if you don't have a diagnosis yet, but that's usually only the rare idiots of the group, rather than the whole. I regret not telling my tutors sooner, to be honest.

hmmm yeah, i really wanna tell them but im a bit nervous if they just think im stupid or making excuses. i mean, everything we do is on the uni intranet so id so much rather just do my work at home and not have to bother with stupid tutorials and seminars

what happened when you told them?

I've not told my tutors about my Aspie stuff yet. I've had some feedback from them that suggests it, so I doubt they'd be hugely surprised. My example was from my experiences with Dyspraxia, which I got diagnosed earlier in the year. I found that going to the Uni Disabilities people, talking it through with them, and getting a screening test, was a good way of getting backed up on your claims long before a full diagnosis.

First off, welcome to WP.

I'm not entirely sure what a head of year is; is that like a counselor? It's not really going to change my answer, I just don't know what it is.

If you're having problems severe enough to affect your schoolwork, talking to someone about that is fine, and it should be done, really. If you suspect you have an autism spectrum disorder, you can mention that you think you have it. There is a difference between saying you do have it and you think you have it, and it's very important to go with the think version, because you don't have an official diagnosis. Until you have an official diagnosis, it's irresponsible to say you do. They may be able to help you find a professional to help you if that's what you want, or they may be able to make allowances/give you extra help without an official diagnosis.

This forum is pretty anti-doctor these days, so you're going to see more posts about them being off than being right. Don't worry about it; they're not all as bad as some will portray them.

Sidenote: how did your grandfather have "low functioning autism" and still manage to have children?

oh right, okay. i think ill ask around my tutors for some info on how to get some additional info from the uni then rather than trying to convince them and seeing if they can do anything immediate about it..... thanks

head of year is like... i dunno... kind of oversees the course program i think? i think it might be a made up term i use haha.

yeah i know what you mean, im not quite sure if i would like an official diagnosis though, i dunno. i think im just gonna ask them and see what they think i should do, im sure theyve all dealt with similar situations somewhere down the line anywho.

erm, well they only had one child, but he was pretty closed with the world and completely dependent on my nan and stuff.

Even if you are diagnosed or not, if you have problems tell them and they might be able to help.

When I was in school, I had almost non-existent social skills. But the school payed for therapy in that area and stuff, and now they are good enough (still not great) that the doctor doesn't think I have an ASD.

Welcome to WP!

While you might want to seek diagnosis (and you can possibly go through university channels to do so?) if you don't have a professional diagnosis, you can't get help with the disorder itself.. but that doesn't' mean that you can't go to somebody at the school about the specific problems that you're having. It doesn't take a diagnosis of a specific disorder to know that you're having problems with certain things and approach somebody at the school about those problems.

No. You need paperwork from a professional to "challenge" something.

It's no different to proclaiming you have multiple sclerosis and asking for allowances because you think you have it. No governing body will take you seriously without a professional opinion.