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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
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