Asperger's Teaching Tool

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Prevalence

Asperger‟s Syndrome and Autism affect all ethnic groups, economic classesand age groups. It is not often diagnosed before age 5 or 6 because lan-

guage skills develop normally in those with the disorder. The National Institute

of Neurological Disorders and Stroke says that males are four times more

likely to have an autism spectrum disorder than females (2012).

Etiology

Currently there is no concrete cause for ASD or AS. Research shows that

there are brain abnormalities in those who have Asperger‟s syndrome. It

thought that these abnormalities are caused by “abnormal migration of em-

bryonic cells during fetal development that affects brain structure and

„wiring‟ in early childhood” (National Institute of Neurological Disorders and

Stroke, 2012). It has been found that Asperger‟s syndrome runs in families

that also tend to have twins. This leads some to believe that there is a ge-

netic factor associated with the disorder. A specific gene for Asperger‟s syn-

drome has never been identified. It is thought that ASD is caused by muta-

tions in several genes cause someone to be more susceptible to developing

ASD (National Institute of Neurological Disorders and Stroke, 2012).

According to the National Institute of Neurological Disorders and

Stroke, Asperger‟s Syndrome “is an autism spectrum disorder (ASD),

one of a distinct group of complex neurodevelopment disorderscharacterized by social impairment, communication difficulties,

and restrictive, repetitive, and stereotyped patterns of behav-

ior” (2011).

Prevalence and Etiology

What is Asperger‟s Syndrome

Asperger‟s Syndrome

In this handout:

Characteristics 2

Current Issues

and Trends

2-3

Educational Ap-

proaches

3

EducationalPlacement Alter-

natives

4

References 4-5

Case Study 5

Disability

Teaching Tool



As a cure for Asperger‟s has not been found, many people are currently focused on creating better

awareness about the disorder.

Recently there has been a comic book designed by psychologist Dr. Frank Gaskill to teach aboutAsperger‟s syndrome and the strengths of these children. I has been read by many who have AS

and they find it very true to their lives and told accurately from the perspective of a super hero with

AS. For information on the comic book, the characters and the mission behind the book you can

visit: http://www.maxgameronline.com/

Current Issues and Trends


Seven Characteristics of those with Asperger‟s Syndrome

Insistence on Sameness

Students with AS tend to

react negatively tochange. They may even

have to stick to certain

rituals. Some with AS worry

obsessively and being

stressed, feeling fatigued

or sensory overload may

cause them to react nega-

tively (Williams, 1995).

Impairment in Social Interaction

Those with AS often do not under-

stand the rules of social interaction.Those with AS do not often under-

stand jokes, irony or metaphors,

rather than talking to a person they

may “talk at them”, often those with

AS are taken for being insensitive

because they misinterpret social

cues, lack tact or cannot sustain

conversation. Many with AS do want

to be a part of the social world de-

spite their difficulties communicat-

ing.

Restricted Range of Interests

Children with AS may have

an intense interest on a par-ticular topic. They will often

focus on that topic and ask

many questions about it,

they may talk endlessly

about their field of interest.

Students with AS may refuse

to learn about other fields or

may not let go of ideas

even if instructed to do so

(Williams, 1995).

Poor Concentration

It is not unusual for Children

with AS to become off

task, to be disorganized,

have difficulty focusing on

the topic at hand, have

difficulty with group work

and may withdraw “into

complex inner worlds in a

manner that is more in-tense than is typical of

daydreaming” (Williams,

1995).

Poor Motor Coordination

Students with AS may be

stiff, awkward or clumsy.They are often slow when it

comes to writing and ex-

perience other difficulties

associated with fine motor

skills.

Academic Difficulties

(lacking in high level com-

prehension skills)

Those with AS work well

with the literal and have

impressive rote memory.

Abstraction is difficult for

those with AS and they

often lack high level com-

prehension skills.

Emotional Vulnerability

Children with AS are easily

stressed and are very criti-

cal of themselves. In reac-

tion to this and their dislike

of change, they may act

out or become depressed.



Speak calmly in a grown up (non-

patronizing) voice.

Make sure you make a no bullying zone

and make students aware of the types of

behavior is typical for your student with

Asperger‟s syndrome, as long as the par-

ents of the student feel this is appropri-

ate.

Designate buddies for the student with

AS that are empathetic and willing to

help.

Assign teams or groups rather than hav-

ing students choose their groups in order

to make sure all students are included.

Use visuals and repeat directions often.Those with AS work well visually.

Breaking down tasks in to smaller, simpler

steps is easier for students with AS to fol-

low.

Include visual clues for the student in or-

der to help them realize that they have

to stop talking out of turn, that they need

to speak more softly, etc.

Allow students to write down thoughts or

questions that they feel they must ask

when it is an inappropriate time.

When dealing with transitioning, give a

few notices that activities will be chang-

ing, make a schedule (this could be with

words or pictures) for the student and

give notice if the schedule is going to

change (My Aspergers Child, 2011).

Allow for students to move around after

long periods of sitting still.

Make sure there is a quiet place the stu-

dent can go where they will not get too

overwhelmed.

Be patient when waiting for students with

AS to answer questions and do not try to

finish their sentences or interrupt them,

this could make the student have to start

over (My Aspergers Child, 2011).

Do not get upset with the student if theydo not make eye contact. They are often

listening, but might not make eye con-

tact.

Avoid sarcasm and some types of humor.

Providing notes for the student has

proven helpful. It is sometimes hard for

students with AS to listen and write at the

same time (My Aspergers Child, 2011).

In an effort to remove hate speech from Google‟s autocomplete feature. Google has been

eliminating “die” from autism search results. This was spurred after online activist groups blogged

about their opposition to the top autocomplete suggestions to “Autistic people should…” The top

three suggestions were “be killed,” “die,” and “be exterminated” (O‟Brien, 2013). At the time of

her article Kathleen O‟Brien wrote that the top three suggestions were now “killed,” “should autis-

tic people have children,” and “should autistic people drive” (2013). This action by Google is

seen by many to be helping to eliminate hate speech when related to autism and related disor-

ders like Asperger‟s.

Current Issues and Trends Continued

Educational Approaches




It is generally thought that students with AS are best placed in a general education classroom.

According to Pamela Tanguay, the ideal placement for students with AS would include:

“A creative, flexible staff that is knowledgeable about NLD (Non-verbal Learning Disorder,

another name for Asperger‟s), or clearly excited about the prospect of becoming knowl-

edgeable.

A physical lay-out that is easy for the child to navigate within - straight corridors, well-

marked doors, etc.

A very small total student population, with 50 or less being ideal, but no more than 200.

Very small class size, with 6 to 8 students plus a classroom aid for the younger child, and 10

to 12 students plus a classroom aid for the older student.

Student continuity - students stay together from one year to the next, so that the NLD child

can develop an understanding of the group dynamic, and form meaningful relationships.

Teacher continuity - the student has the same teacher(s) for multiple years, and there are

a limited number of teachers working with the NLD youngster.

A school philosophy of teamwork, and a policy of zero tolerance for bullying” (2002).

More and more parents are considering homeschooling as a major option for children with AS.

There are many resources available for students with AS and Non-verbal Learning Disabilities. In

Tanguay‟s book Nonverbal Learning Disabilities At School: Educating Students with NLD, Asperger

Syndrome and Related Conditions and at http://nldontheweb.org there are many resources for

homeschooling.

Educational Placement Alternatives

References

My Aspergers Child. (2011). Effective teaching strategies of Aspergers students. Retrieved from

http://www.myaspergerschild.com/2011/03/effectiveteaching-strategies-for.html

National Institute of Neurological Disorders and Stroke. (2012). Asperger Syndrome fact sheet. Re-

trieved from http://www.ninds.nih.gov/disorders/asperger/detail_asperger.htm

O‟Brien, K. (2013, March 5). Google slowly eliminates 'die' from autism search results; shift praised by

Autism New Jersey. The Star-Ledger . Retrieved from http://www.nj.com/news/

index.ssf/2013/03/google_slowly_eliminates_die_f.html

Tanguay, P. (2002). School Environment and Placement. Retrieved from http://

www.nldontheweb.org/education/schoolplacement.html



The following Case Study provided by the Standing Conference on Teacher Education, North and

South (SCoTENS) highlights what may happen when a student with AS has to deal with unexpected

change in the classroom, a different teacher, or bullying.

“Jack is 9. He has recently been diagnosed as having Aspergers‟ Syndrome. In class he was

always moving about and constantly trying to attract the attention of the teacher or other

children. He always seemed to be looking for something or adjusting an item of clothing or

something under his desk or in his schoolbag.

Jack‟s class almost always watched a T.V. program on the same day each week. Jack en-

joyed this and managed to concentrate for the 12 minutes of the video. However, one day

his teacher was off sick and there was a substitute teacher. For some reason, she did not

show the programme. This really upset Jack who spent nearly an hour muttering about a T.V.

and a video. He wouldn‟t do any work and was very agitated and unsettled.

Jack liked to be part of a group and he liked to be friendly but he had not learned how tobehave with different people and greeted everybody with a kiss and a hug even if he had

never met them before. He also seemed to like physical contact. This was a problem as the

boys used this as a reason to tease him about his sexuality and it was behaviour which many

girls‟ parents did not approve of” (The Standing Conference on Teacher Education, North

and South, 2008).

Asperger‟s: A Case Study

The Standing Conference on Teacher Education, North and South. (2008). Case study: As-

pergers‟ Syndrome. Retrieved from http://scotens.org/?p=142

Williams, K. (1995). Understanding the student with Asperger‟s Syndrome: guidelines for teach-

ers. Retrieved from http://www.aspergersyndrome.org/Articles/Understanding-the-

Student-With-Asperger-s-Syndrome.aspx

References Continued

Asperger's Teaching Tool

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