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Aspergers Syndrome

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Yen Nguyen

on 24 May 2013

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Transcript of Aspergers Syndrome

Teaching the Child with Asperger's Syndrome Asperger's Syndrome (AS) By: Lani Bonner, Bradley van Praag, Tim Day & Yen Nguyen Communication References Attwood, T. (2008). Clay Marzo: Just add water video file. Retrieved April 19, 2013 from www.youtube.com/watch?v=HKRIRZEV4B.

Balandin, S., Sweep, A. & Hand, L. (1996). Communicating together: Functional communication in the classroom. In Foreman, P (Eds.), Inclusion in Action (2nd ed., pp. 344-389). South Melbourne, Victoria: Cengage Learning.

Brady, L. & Scully, A. (2005). Engagement: Inclusive classroom management. Frenchs Forest, NSW: Pearson Education Australia.

Carrington, S. & Graham, L. (1999) Asperger's syndrome: learner characteristics
and teaching strategies. Special Education Perspectives 8(2), 15-23.

Conway, R (1996). Encouraging positive interactions. In Foreman, P (Eds.),
Inclusion in Action (2nd ed., pp. 198-244). South Melbourne, Victoria: Cengage Learning.

Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2011). Teaching: Challenges and
dilemmas (4th ed.). Sydney: Thomson.

Safran, J.S. (2002). Supporting students with Aspergers Syndrome in general
education. Teaching Exceptional Children. 34 (5), 60-66. What is Asperger's Syndrome? “I want people to admire those with Aspergers… To say that it gives you talents. Don’t feel sorry for them, applaud them”

(Attwood, 2008) DR Hans Asperger a psychiatrist and pediatrician in 1944.
According to the APA It is part of the mild and high functioning end of Autism spectrum or continuum.
characterized by significant difficulties in social interaction especially with non verbal communication, and restricted and repetitive patterns of behavior and interests.
Able to preserve relatively normal levels of linguistic and cognitive development. can have extensive vocabulary but may have difficulty comprehending words in different contexts.
may have a monotone voice with very little expression
difficulty understanding non-verbal cues such as facial expressions, tone of voice, sarcasm, body language and maintaining eye contact
difficulty listening to others
literal thinkers Social Interaction difficulty understanding the unspoken rules of social interaction and may need these explained explicitly with the help of cue cards, pictures or scenarios
have trouble forming friendships because of the lack of empathy and ability to read emotions of other children
may come across as awkward, clumsy and egocentric
may over-react to new situations
can often prefer the company of adults Behavioural/Physical will often have a particular interest or obsession with topics (experts)
comfortable with fixed routines and doing something a certain way
tantrums, emotional outbursts, escape and aggressive behaviour
•Often have sensory overloads to smell, touch, taste, visual, auditory
may perform rituals around particular tasks
poor muscle tone
difficulty with both fine and gross motor skills
low hand eye coordination Behaviour management
Include relevant pictures in worksheets and instructions to support the textual information
Use hand signals or flash cards to change tasks.

Visual organisation of work
Use colour-coded notebooks for different KLAs
A "finish later" folder or box. Visual Learning Style Develop a structured classroom with routines
Keep a graphic chart of their daily routine on their desk
A visual calendar is helpful for a bigger scope of events, such as a swimming carnival
If a change occurs give as much notice as possible and explain the changes. Reorganise their visual calendar to show the change and remind them of appropriate self-management strategies to use. Daily routine is critical Give one or two warnings before a change of activity and use visual schedules and/or role-playing
Keep transitions the same for as many activities as possible. Transitions Teach the student some self-soothing techniques that are less disruptive to the classroom, such as squeezing a stress ball or taking a time-out to get a drink of water
Evaluate the classroom's sensory stimulation and modify it if possible
Use a stopwatch or visual timer so the student can view how long they have left for a task or break
Send the student on an errand to give them a chance to relax and feel a sense of importance
Ask the student to write or draw about what frustrates them.
Teach the student relaxation techniques Aiding the child's ability to refocus
* How Aspergers presents itself in the classroom
Carefully Structure Seating Arrangements and Group-Work (Safran, 2002)
Provide a Safe Haven (Brady & Scully, 2005)
Capitilise on their Special Interests (Carrington & Graham, 1999)
Don’t take it Personally (Groundwater-Smith, Ewing, Le Cornu, 2011)
Advocate for additional support (Balandin, Sweep & Hand, 1996)
Promote Positive Peer Interactions & a Caring Classroom Community (Conway, 1996) Teaching the Child with Asperger's Syndrome
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