Asperger's Disability

Asperger's Syndrome for the Educator

What Is Asperger's Syndrome or Disorder?

Regardless of ongoing and newer research, information on Asperger syndrome is still very limited. Asperger's is not easily diagnosed and it often goes missed or is wrongly diagnosed. Adults and children with Asperger's are sometimes referred to as 'nerds' or 'geeks'.

Asperger's Syndrome is neurologically based and affects the ability to have appropriate social relationships. The symptoms can range from mild to severe. Typically, students with Asperger's can be quite smart and show great potential and ability to learn but do not know how to connect to others socially. Usually there are no clinical delays in language or cognitive functioning. Some consider Asperger's to be a high functioning form of Austism, then again others claim that it is indeed its own unique disorder. Asperger's can be considered a hidden disability which results in greater difficulty getting additional support or services. This is largely due to the fact that many of these children tend to pass from grade to grade relatively easily. Most levels of support require test scores to show the need.

One particular student I worked with had quite a fascination with maps. (Children with Asperger's often exhibits unusual patterns of interest.) She seemed to know a great deal about countries, cities, states, continents, bodies of water etc. She took great delight in talking about specific countries, what they're known for, how big the country is, what the main cities are and what the water bodies are. On the other hand, she had a dis-taste for written work, even in geography, her preferred subject and interest. When other students helped her, she needed to be told how to ask for help and how to give thanks for the help. During group work, she had no idea of how to participate or cooperate and work together as a team, sometimes invading the comfort zone of others by standing far too close to students or talking non-stop without ever understanding the needs of the listeners. This is typical behavior of many students with Asperger's Syndrome. They will have average or above average intelligence and will usually have a specific skill or talent. I could see my particular student excelling in cartography! However, they have a great deal of difficulty in social situations, they can't relate to or dialogue well with others. You'll often hear students with Asperger's defined as - "She seems so bright, but......" They'll interupt, take no interest in what others have to say, have difficulty following rules and show little empathy. Unfortunately, many of their behaviors leads to them being bullied or picked on.

APA's Criteria of Asperger's Syndrome

Academic Implications

1. The child will have difficulty making friends and working collaboratively in a group.

2. The child doesn't respond to the needs of others, lacks empathy and will be very ego-centric.

3. The child often doesn't follow or adhere to rules and or routines.

4. The child may engage in annoying and repetitive movements - tapping etc.

5. Many Asperger's children exhibit poor attention spans.

6. They can be obessessed about certain subjects or topics.

7. The Asperger's child doesn't cope or respond well to change.

Best Practices

• Teach social skills - be patient.
• Behavior managment may be necessary, remember this child is motivated to please you, teach him/her routines and make sure they understand your expectations.
• Use a buddy system, select a student or 2 to buddy with this student, they want and needs friends but don't know how to be a friend.
• Establish daily routines and stick to them. Always provide lots of warning when your routine is going to change, class trips, supply teachers etc.
• Minimize transitions.
• Keep stimulus and distraction to a minimum.
• Chunk information presented. The child won't retain a lot of information at once.
• You may have to limit their 'special interest' time as they can become quite self absorbed with it.
• Instructional strategies should focus on teaching concretely and complex tasks should be broken down.