One Piece At A Time

Obtain In-Depth Training - learn the differences among the children with Asperger’s in elementary, middle school and high school.

Understand How Social Impairments Impact Learning and Peer Relationships - 

§         (a) some students require weekly sessions with trained staff members who can help them “solve the puzzles” they encounter in everyday activities and help alleviate depression caused by perception of social failure. 

§         (b) Provide ongoing social skill instruction to help students form relationships with peers.

Recognize Students’ Strengths - Many students with Asperger’s will go on to make great contributions to society.  However, we must tap into their strengths and offer support so that they do not dropout of school because academic and social demands are too high.

Implement Creative Programming - Through the student’s IEP, teachers can develop class schedules which will be motivating and challenging to the student while addressing his/her needs.

Intervene Early -  The earlier intervention begins, the earlier students can learn the needed skills for adulthood and friendship.

Role of Inclusion Teachers

1. Carefully structure seating arrangements and group work

Children with Asperger’s should not be seated near class bullies or aggressive students.  Rather, sit them next to students who can serve as a “peer buddy.”
    a) See where the child works most effectively; near the teacher or near a quiet open space.
    b) Avoid self-selection when students are being assigned to a group.
    c) Teach students how to function as a team and accept all members.

2. Provide a Safe Haven

Students with Asperger’s can become overwhelmed  by noise, crowds, chaos or trying to engage in social interactions (e.g., an assembly, recess time), which can lead to anxiety and stress.
    a) Offer an alternative to attending these events.
    b) Try earplugs or headphones to assist in screening out troubling noise.
    c) Make sure the child has a trusted contact person with whom they feel comfortable with (e.g., special education teacher, school psychologist, guidance counselor or principal, older responsible pupil).
    d) Give access to a quiet, private place (e.g., school library, tutoring room, empty classroom or office) where the student can spend lunchtime, study hall or any other free time alone, can rest and refresh themselves to alleviate the stress that accompanies the constant effort to fit in.

3. Prepare for Changes in the Routine

Since most students with Asperger’s thrive on clear expectations and routines there are many different methods a teacher can use to help create smooth transitions.
    a) Write class schedules and time frames on the blackboard, or use a picture schedule for younger children.
    b) Designate classroom jobs, space and time with certain activities (e.g.,  computer).
    c) Explain changes in the routine well in advance (e.g., “On Thursday, we will have an assembly.  That means you go straight from your second period class to the auditorium.”).

4. Use Available Resources/ Make Needed Accommodations

Students with Asperger’s often respond well to visuals, graphic models and technology.  They often have impaired gross or fine motor skills
    a) Encourage the use of computers for written assignments and exams.
    b) Allow for extra time or quiet space if needed.
    c) When significant amounts of notes need to be taken, pair the student with Asperger’s with a buddy in order that the student can photocopy the notes missed.
    d) Allow time on the Internet.  The effort and anxiety associated with interpersonal connections is greatly reduced because then students only have to deal with the written word.  However, limit the amount of time on the computer in order that a potential obsession does not develop and that the computer does not become a substitute for human contact.

5. Connect with Each Other, Parents, Internet, and Other Support Groups

    a) To avoid the feelings of many teachers and families who feel isolated in their attempts to support students with Asperger’s, create regular  communication through meetings, telephone or e-mail among inclusion and special education teachers and parents.
    b) Create a Home School Coordination- Improve the behavior of this student by combining school and home effort.  Work on goals that the child should meet.  Then send home a note indicating if the child has met that goal.  If s/he has done so, reward him/her (in school and at home if the  appropriate behavior is being exhibited there as well).

6. Promote Positive Peer Interactions

    a) Create ways to connect the student with empathic peers in order to promote social acceptance and friendships. Use role playing and games - Try the program “Magic Circle” where students are seated in a circle and are encouraged to share their feelings and listen to others.  This type of activity helps promote active listening skills and recognition of each individual.
    b) Help the student engage in successful conversations and reflection by using comic strips, since the pictures, words and symbols  identify what the people say and do and emphasize what people may be thinking.  Social stories which describe typical social situations and explain the meaning of various comments and identify appropriate responses are also good.
    c) Direct the child to participate in activities or clubs in which their abilities might neutralize their social deficiencies (e.g., math groups).  Make sure they are not involved in groups that are frequented by bullies.
    d) Identify the student’s special gifts and teach him/her to share those gifts through  tutoring, class presentations, or community service.

7. Don’t Take it Personally

    a) Don’t be insulted by the student who interrupts, speaks too loudly or misses your jokes.
    b) Separate the child from the syndrome (be perturbed with the behavior, but support the child) and try to imagine the world as viewed through his eyes.
    c) Model warmth and acceptance.  Refrain from impatience and irritation so peers will too.

8. Help Your Classroom Become a Caring Environment

    a) Create and maintain your classroom as a safe, supportive and accepting community by  expecting and ensuring that all students respect, support and take responsibility for each other.
    b) Help create a strong sense of belonging among all the diverse students in your classroom.

Personal Challenges for Students with Autism Spectrum Disorder

Listed below are behaviors that a child on the Autistic Spectrum might encounter  a daily basis.  Autistic spectrum disorder includes students with conditions such as autism, Pervasive developmental disorder, and Asperger's syndrome.

Social Interactions:
- wanting to be left alone at times
- trouble with back and forth social interactions
- little sense of other people’s boundaries
- inappropriate use of eye contact, avoidance or extended staring
- poor use of nonverbal gestures
- not accepting hugging, cuddling or touching unless self initiated

 Interest and Activities:
- repeatedly watching videos or video segments
- lining up and or/ ordering objects
- strong attachment to inanimate objects
- pacing or running back and forth, round and round
- very sensitive to sounds
- resisting change
- difficulty waiting
- history of eating  problems
- defensive to touch which isn’t self initiated
- lack of fear or real danger

  Qualitative Impairments in Communication:

- problem with getting the order of words in sentences correct
- problem understanding jokes
- problems answering questions
- problems with reciprocal conversations
- problems using speed, tone and volume appropriately
- difficulty understanding abstract concepts

  Learning Characteristics:
- well developed long term memory
- good visual skills
- hyperactivity
- delayed response time
- needs help to problem solve
- short attention span to some activities and not others
- problems organizing

  Observable Problems Behaviors:
- aggression- biting, hitting, kicking, pinching
- temper tantrums
- toileting problems
- low motivation

  Motor Problems:
- clumsiness
- balance
- stiffness
- tired easily
- motor planning- can’t make body do what it needs to do

Environmental Challenges that Lower Ability to Function Competently

Personal:
- not being understood
- not understanding
- not having choices
- making a mistake
- being touched

Major Changes:
- alterations in school, work, home, community
- time changes
- staff or teacher absent
- cancellation of event or activity
- having to wait too long

Environmental Confusion:
- crowds
- noise
- not having enough space
- losing things of value
- surrounded by too much movement
- surrounded by too much visual stimuli

Relationships:
- being corrected
- being denied
- being late
- being ignored
- being left out
- being teased
- being scolded

 Sensory Challenges

Sound/ Auditory:
- reacts to unexpected sound
- fears some noises
- making self induced noises
- confused about direction of sound
- distracted by certain sounds

Sight/Vision:
- has been diagnosed as having a visual problem
- is sensitive to light
- has difficulty tracking
- upset by things looking different
- closely examines objects or hands

Smell/Olfactory:
- sensitive to smells
- explores environment by smelling
- reacts strongly to some smells
- ignores strong odors

Touch/Tactile:
- defensive about being touched
- prefers deep touching rather than soft
- dislikes feel of certain clothing
- over or under dresses for temperature
- upset by sticky, gooey hands

Taste:
- has an eating problem
- dislikes certain textures or foods
- tastes non-edibles

Movement/Vestibular:
- seems fearful in space
- arches back when held or moved
- likes rocking, swinging, spinning
- avoids balancing activities

Perceptual/Perceptual Motor:
- has difficulty with time perception
- problems with use of some tools
- difficulty with body in space
- relies on knowing location of furniture

Social Skills which may be Personal Challenges

Personal Management/Self Control:
- waiting
- finishing work
- taking care of belongings
- turning in assignments on time
- changing activities
- accepting correction

Reciprocal Interactions:
- imitating
- sharing
- taking turns
- offering help, comfort
- inviting others to join
- asking for a favor
- letting someone know you are hurt or sick

Reciprocating Social Interactions Appropriately:
- listening
- commenting on a topic
- answering questions
- accepting help
- responding to teasing
- making a choice
- giving eye contact appropriately

Manner of Interaction:
- being polite
- being kind
- being considerate
- being honest
- not walking away when someone is talking

Abstract Social Concepts:
- being good
- timing
- fairness
- friendship
- caring
- lying
- humor

Group Behaviors:
- come when called to a group
- stay in certain places
- participate with group
- follow group rules
- winning and losing
- pick up, clean up, straighten up

Information By;

Shoshana Motechin,
Master in Special Education at
Hunter College of the City University of New York.

There is a more extensive list and manual with other information. 

If interested please contact:

Anne Moll
Kentucky Department of Education
17th Floor CPT
500 Metro Street
Frankfort, KY 40601