Teaching Strategies
Children whose needs are not at the severe end of the spectrum have been
and can be successfully included within mainstream schools. This has been
most successful where schools have been given opportunities to understand
the implications of Asperger syndrome or autism for the child and have had
the opportunity to explore strategies and interventions. There will need
to be flexibility and a recognition that the child may need some
approaches different to those used for the other children. Close working
with parents is also essential, to ensure consistency and mutual support. Classroom practice for children with autism or Asperger syndrome
in mainstream school will need to take into account the following: General
Behaviours
- This syndrome is characterized by a sort of "swiss cheese" type of
development: that is, so me things are learned age-appropriately, while
other things may lag behind or be absent. Furthermore, children may have
skills years ahead of normal development (for example, a child may
understand complex mathematics principles, yet not be able to remember to
bring their homework home).
- It is
important to remember that just because the child learns something in one
situation this doesn't automatically mean that they remember or are able
to generalize the learning to new situations.
- Our
child reacts well to positive and patient styles of teaching.
- Generally speaking an adult speaking in a calm voice will reap many
benefits
-
Observed
behaviours which might be seen as simple naughtiness or non-compliance may
in fact have a range of other meanings for the child with autism or
Asperger syndrome (i.e. the observed 'naughty' or 'non-compliant'
behaviour may in fact be the child's only way ... of indicating the need
for help or attention, or the need to escape from stressful situations,...
of obtaining desired objects, ... of demonstrating his/her lack of
understanding, ... of protesting against unwanted events, ... of gaining
stimulation).
- At
times, our child may experience "meltdowns" when nothing may help
behavior. At times like this, please allow a "safe and quiet spot" where
our child will be allowed to "cool off" Try to take note of what occurred
before the meltdown (was it an unexpected change in routine, for example)
and it's best to talk "after" the situation has calmed down.
- When
it reaches a point that things in the classroom are going well, it means
that we've gotten it RIGHT. It doesn't mean that our child is "cured",
"never had a problem" or that "it's time to remove support". Increase
demands gradually.
- Our
child may have vocal outbursts or shriek. Be prepared for them, especially
when having a difficult time. Also, please let the other children know
that this is a way of dealing with stress or fear.
- When
you see anger or other outbursts, our child is not being deliberately
difficult. Instead, this is in a "fight/fright/flight" reaction. Think of
this as an "electrical circuit overload" (Prevention can sometimes head
off situations if you see the warning signs coming).
- Our
child may need help with problem-solving situations. Please be willing to
take the time to help with this.
- When
dividing up assignments, please ASSIGN teams rather than have the other
children "choose members", because this increases the chances that our
child will be left out or teased.
- Note
strengths often and visually. This will give our child the courage to keep
on plugging.
- Foster a classroom atmosphere that supports the acceptance of differences
and diversity.
- Ensuring consistency of
expectation among all staff... and avoiding any 'backing-down' once a
reasonable and manageable target has been set.
Perseverations
- Our
child may repeat the same thing over and over again, and you may find this
increases as stress increases.
- It is
more helpful if you avoid being pulled into this by answering the same
thing over and over or raising your voice or pointing out that the
question is being repeated. Instead, try to redirect our child's attention
or find an alternative way so he/she can save face.
- Allowing our child to write down the question or thought and providing a
response in writing may break the stresses/cycle.
- Addressing
the pupil individually at all times (for example, the pupil may not
realise that an instruction given to the whole class also includes
him/her. Calling the pupil's name and saying "I need you to listen to this
as this is something for you to do" can sometimes work; other times the
pupil will need to be addressed individually)
- Ensuring
consistency of expectation among all staff... and avoiding any
'backing-down' once a reasonable and manageable target has been set
Transitions
- Our
child may have a great deal of difficulty with transitions. Having a
picture or word schedule may be helpful.
- Please
try to give as much advance notice as possible if there is going to be a
change or distruption in the schedule.
- Giving
one or two warnings before a change of activity or schedule may be helpful
- Ask your child's teacher to seat your child next to classmates who are
sensitive to your child's special needs. These classmates might also serve
as "buddies" during recess, at lunch, and at other times
- Be aware of and try to protect your child from bullying and teasing. Talk
to your child's teacher or school counsellor about educating classmates
about Asperger's syndrome
Sensory Motor Skills/Auditory Processing
- Our
child has difficulty understanding a string of directions or too many
words at one time
- Breaking directions down into simple steps is quite helpful
- Using
picture cures or directions my also help
- Speaking slower and in smaller phrases can help.
- Directions are more easily understood if they are repeated clearly, simply
and in a variety of ways.
- Our
child may act in a very clumsy way; she may also react very strongly to
certain tastes, textures, smells and sounds.
- Some children with Asperger's have poor handwriting. Typing school work on
a computer may be one way to make homework easier. Using computers can
also help children improve fine motor skills and organize information.
Stimulition
- He may
get overstimulated by loud noises, lights, strong tastes or textures,
because of the hightened sensitivity to these things.
- With
lots of other kids, chaos and noise, please try to help him find a quiet
spot to which he can go for some "solace".
- Unstructured times (such as lunch, break and PE) may prove to be the most
difficult for him. Please try to help provide some guidance and extra
adults help during these more difficult times.
- Allow
him to "move about" as sitting still for long periods of time can be very
difficult (even a 5 minute walk around, with a friend or aide can help a
lot).
Visual Cues
- Some AS
children learn best with visual aides, such as picture schedules, written
directions or drawings (other children may do better with verbal
instruction)
- Hand
signals may be helpful, especially to reinforce certain messages, such as
"wait your turn", "stop talking" (out of turn), or "speak more slowly or
softly".
Interrruptions
- At
times, it may take more than few seconds for my child to repond to
questions. He needs to stop what he's thinking, put that somewhere,
forumulate an answer and then respond. Please wait patiently for the
answer and encourage others to do the same. Otherwise, he will will have
to start over again.
- When
someone tries to help by finishing his sentences or interrupting, he often
has to go back and start over to get the train of thought back.
Eye Contact
- At
times, it looks as if my child is not listening to you when he really is.
Don't assume that because he is not looking at you that he is not hearing
you.
- Unlike
most of us, sometimes forcing eye contact BREAKS her concentration
- She may
actually hear and understand you better if not forced to look directly at
your eyes.
Social Skills and Friendships
- Herein
lies one of the biggest challenges for AS children.
They may want to make friends very badly, yet not have a clue as to how to
go about it.
- Identifying 1 or 2 empathetic students who can serve as "buddies" will
help the child feel as though the world is a friendlier place
- Talking
with the other members of the class may help, if done in a positive way
and with the permission of the family. For example, talking about the fact
tha many or most of us have challenges and that the AS childs challenge is
that he cannot read social situations well, just as others may need
glasses or hearing aides.
- Students with Asperger's Syndrome may be at greater risk for becoming
"victims" of bullying behavior by other students. This is caused by a
couple of factors:
1. There is a great likelihood that the reponse or "rise" that the "bully"
gets
from the Asperger child reinforces this kind of behavior
2. Asperger kids want to be included and/or liked so badly that
they are reluctant
to "tell" on the bully, fearing rejection from the perpetrator or
other students.
Routine
- This is
very important to most AS children, but can be very difficult to attain on
a regular basis in our world.
- Please
let our child know of any anticipated changes as soon as you know them,
especially with picture or word schedules.
- Let him
know, if possible, when there will be a substitute teacher or a field trip
occurring during regular school hours.
Language
- Although his vocabulary and use of language may seem high, AS children may
not know the meaning of what they are saying even though the words sound
correct.
- Sarcasm
and some forums of humor are often not understood by my child. Even
explanations of what is meant may not clarify, because the perspectives of
AS child can be unique and, at times, immovable.
Organizational Skills
- Our
child lacks the ability of remember a lot of information or how to
retrieve that information for its use.
- It may
be helpful to develop schedules (picture or written) for him.
- Please
post schedules and homework assignments on the board and make a copy for
him. Please make sure that these assignments get put into his backpack
because he can't always be counted on to get everything home with out some
help.
Pages
- What is Aspergers
- Myths about Autism
- History of Aspergers
- Signs of Aspergers
- Key Characteristics
- Cause of Aspergers
- Asperger Research
- Is there a Cure and what does the Future Hold
- Famous People With Aspergers
- Agony Aunt Q&A
- Teaching Strategies
- Books on Aspergers
- Useful Links
- Related Conditions
- Printables
- Asperger Test
- Page References
Sponsored Links
We would welcome any feedback or suggestion on how to improve my site or add any information we may have missed so please feel free to mail me we are also looking for ways to increase the amount of people we can help so if you run a website and you would be willing to either add a link to my site or even add a small banner on your site to help please mail me via the contact me option at the top of this page
Must Read Books
Teaching Strategies
Children whose needs are not at the severe end of the spectrum have been and can be successfully included within mainstream schools. This has been most successful where schools have been given opportunities to understand the implications of Asperger syndrome or autism for the child and have had the opportunity to explore strategies and interventions. There will need to be flexibility and a recognition that the child may need some approaches different to those used for the other children. Close working with parents is also essential, to ensure consistency and mutual support. Classroom practice for children with autism or Asperger syndrome in mainstream school will need to take into account the following: General Behaviours- This syndrome is characterized by a sort of "swiss cheese" type of development: that is, so me things are learned age-appropriately, while other things may lag behind or be absent. Furthermore, children may have skills years ahead of normal development (for example, a child may understand complex mathematics principles, yet not be able to remember to bring their homework home).
- It is important to remember that just because the child learns something in one situation this doesn't automatically mean that they remember or are able to generalize the learning to new situations.
- Our child reacts well to positive and patient styles of teaching.
- Generally speaking an adult speaking in a calm voice will reap many benefits
- Observed behaviours which might be seen as simple naughtiness or non-compliance may in fact have a range of other meanings for the child with autism or Asperger syndrome (i.e. the observed 'naughty' or 'non-compliant' behaviour may in fact be the child's only way ... of indicating the need for help or attention, or the need to escape from stressful situations,... of obtaining desired objects, ... of demonstrating his/her lack of understanding, ... of protesting against unwanted events, ... of gaining stimulation).
- At times, our child may experience "meltdowns" when nothing may help behavior. At times like this, please allow a "safe and quiet spot" where our child will be allowed to "cool off" Try to take note of what occurred before the meltdown (was it an unexpected change in routine, for example) and it's best to talk "after" the situation has calmed down.
- When it reaches a point that things in the classroom are going well, it means that we've gotten it RIGHT. It doesn't mean that our child is "cured", "never had a problem" or that "it's time to remove support". Increase demands gradually.
- Our child may have vocal outbursts or shriek. Be prepared for them, especially when having a difficult time. Also, please let the other children know that this is a way of dealing with stress or fear.
- When you see anger or other outbursts, our child is not being deliberately difficult. Instead, this is in a "fight/fright/flight" reaction. Think of this as an "electrical circuit overload" (Prevention can sometimes head off situations if you see the warning signs coming).
- Our child may need help with problem-solving situations. Please be willing to take the time to help with this.
- When dividing up assignments, please ASSIGN teams rather than have the other children "choose members", because this increases the chances that our child will be left out or teased.
- Note strengths often and visually. This will give our child the courage to keep on plugging.
- Foster a classroom atmosphere that supports the acceptance of differences and diversity.
- Ensuring consistency of expectation among all staff... and avoiding any 'backing-down' once a reasonable and manageable target has been set.
Perseverations
- Our child may repeat the same thing over and over again, and you may find this increases as stress increases.
- It is more helpful if you avoid being pulled into this by answering the same thing over and over or raising your voice or pointing out that the question is being repeated. Instead, try to redirect our child's attention or find an alternative way so he/she can save face.
- Allowing our child to write down the question or thought and providing a response in writing may break the stresses/cycle.
- Addressing the pupil individually at all times (for example, the pupil may not realise that an instruction given to the whole class also includes him/her. Calling the pupil's name and saying "I need you to listen to this as this is something for you to do" can sometimes work; other times the pupil will need to be addressed individually)
- Ensuring consistency of expectation among all staff... and avoiding any 'backing-down' once a reasonable and manageable target has been set
Transitions
- Our child may have a great deal of difficulty with transitions. Having a picture or word schedule may be helpful.
- Please try to give as much advance notice as possible if there is going to be a change or distruption in the schedule.
- Giving one or two warnings before a change of activity or schedule may be helpful
- Ask your child's teacher to seat your child next to classmates who are sensitive to your child's special needs. These classmates might also serve as "buddies" during recess, at lunch, and at other times
- Be aware of and try to protect your child from bullying and teasing. Talk to your child's teacher or school counsellor about educating classmates about Asperger's syndrome
Sensory Motor Skills/Auditory Processing
- Our child has difficulty understanding a string of directions or too many words at one time
- Breaking directions down into simple steps is quite helpful
- Using picture cures or directions my also help
- Speaking slower and in smaller phrases can help.
- Directions are more easily understood if they are repeated clearly, simply and in a variety of ways.
- Our child may act in a very clumsy way; she may also react very strongly to certain tastes, textures, smells and sounds.
- Some children with Asperger's have poor handwriting. Typing school work on a computer may be one way to make homework easier. Using computers can also help children improve fine motor skills and organize information.
Stimulition
- He may get overstimulated by loud noises, lights, strong tastes or textures, because of the hightened sensitivity to these things.
- With lots of other kids, chaos and noise, please try to help him find a quiet spot to which he can go for some "solace".
- Unstructured times (such as lunch, break and PE) may prove to be the most difficult for him. Please try to help provide some guidance and extra adults help during these more difficult times.
- Allow him to "move about" as sitting still for long periods of time can be very difficult (even a 5 minute walk around, with a friend or aide can help a lot).
Visual Cues
- Some AS children learn best with visual aides, such as picture schedules, written directions or drawings (other children may do better with verbal instruction)
- Hand signals may be helpful, especially to reinforce certain messages, such as "wait your turn", "stop talking" (out of turn), or "speak more slowly or softly".
Interrruptions
- At times, it may take more than few seconds for my child to repond to questions. He needs to stop what he's thinking, put that somewhere, forumulate an answer and then respond. Please wait patiently for the answer and encourage others to do the same. Otherwise, he will will have to start over again.
- When someone tries to help by finishing his sentences or interrupting, he often has to go back and start over to get the train of thought back.
Eye Contact
- At times, it looks as if my child is not listening to you when he really is. Don't assume that because he is not looking at you that he is not hearing you.
- Unlike most of us, sometimes forcing eye contact BREAKS her concentration
- She may actually hear and understand you better if not forced to look directly at your eyes.
Social Skills and Friendships
- Herein lies one of the biggest challenges for AS children. They may want to make friends very badly, yet not have a clue as to how to go about it.
- Identifying 1 or 2 empathetic students who can serve as "buddies" will help the child feel as though the world is a friendlier place
- Talking with the other members of the class may help, if done in a positive way and with the permission of the family. For example, talking about the fact tha many or most of us have challenges and that the AS childs challenge is that he cannot read social situations well, just as others may need glasses or hearing aides.
- Students with Asperger's Syndrome may be at greater risk for becoming "victims" of bullying behavior by other students. This is caused by a couple of factors:
1. There is a great likelihood that the reponse or "rise" that the "bully"
gets
from the Asperger child reinforces this kind of behavior
2. Asperger kids want to be included and/or liked so badly that
they are reluctant
to "tell" on the bully, fearing rejection from the perpetrator or
other students.
Routine
- This is very important to most AS children, but can be very difficult to attain on a regular basis in our world.
- Please let our child know of any anticipated changes as soon as you know them, especially with picture or word schedules.
- Let him know, if possible, when there will be a substitute teacher or a field trip occurring during regular school hours.
Language
- Although his vocabulary and use of language may seem high, AS children may not know the meaning of what they are saying even though the words sound correct.
- Sarcasm and some forums of humor are often not understood by my child. Even explanations of what is meant may not clarify, because the perspectives of AS child can be unique and, at times, immovable.
Organizational Skills
- Our child lacks the ability of remember a lot of information or how to retrieve that information for its use.
- It may be helpful to develop schedules (picture or written) for him.
- Please post schedules and homework assignments on the board and make a copy for him. Please make sure that these assignments get put into his backpack because he can't always be counted on to get everything home with out some help.
Pages
- What is Aspergers
- Myths about Autism
- History of Aspergers
- Signs of Aspergers
- Key Characteristics
- Cause of Aspergers
- Asperger Research
- Is there a Cure and what does the Future Hold
- Famous People With Aspergers
- Agony Aunt Q&A
- Teaching Strategies
- Books on Aspergers
- Useful Links
- Related Conditions
- Printables
- Asperger Test
- Page References
Sponsored Links
We would welcome any feedback or suggestion on how to improve my site or add any information we may have missed so please feel free to mail me we are also looking for ways to increase the amount of people we can help so if you run a website and you would be willing to either add a link to my site or even add a small banner on your site to help please mail me via the contact me option at the top of this page