Parents or teachers of aspergers snydrome?

Question

I've never worked with a student with this before but now I have five students with this. Any tips or advice to share? I've been doing lots of research and I know what works with autistic students. Any suggestions? What do you think that I really need to know about aspergers to be a good teacher?

Answer 1

Oh my god, a teacher who cares !!! You deserve an award, I wish you were in my sons school, I wish all teachers were like you. Most teachers don't even want to make he effort to change their teaching ways to suit students with aspies, and then they find they have a student who is forever causing trouble in the class because he/she is frustrated with not understanding the lessons. I applaud you immensely

Answer 2

You need to know that if they seem arrogant, meanly sarcastic, or like they want to be left alone, it's not so.  They are just used to getting lots of stuff right and don't know it's not endearing to always joke about things.

Answer 3

Children with autism have trouble understand idioms.  Don't say something like "Take your seat" instead say "Sit down".  Use and interpret speech literally.

They sometimes have trouble with a long list of things.  Break tasks down into smaller steps or present the task in several ways (e.g., visually, verbally, physically)

For more tips:  

http://www.udel.edu/bkirby/asperger/more...

Answer 4

You can go to www.AANE.org (aspergers association) and get some great info. They have an excellent letter for teachers from parents. This letter is so accurite we just downloaded it for our daughter's teachers. Also Tony Atwood has some excellent books and articles.

Beyond that it's hard to tell without knowing more information on each of your students.

Answer 5

I have aspergers myself so I might could help.  Low functioning autistics are treated a bit different from aspies.  Aspies have above average IQ's.

One thing is that you should attempt to  correct social errors on the spot and get the aspie to verbalize what it was he did wrong and how to do better in the future.  Make sure you communicate in plain English and don't say "you know what you did" because he wont.  Don't worry about academics, they'll do just as good as everyone else.  Avoid sudden changes because they can set off aspies.

Answer 6

Dr. Stephen Bauer, a developmental pediatrician at the Pediatric Development Center of Unity Health in Rochester, New York, suggests that the most important step in helping children with Asperger's Disorder is for schools to recognize that the child has "an inherent developmental disorder which causes him/her to behave and respond in a different way from other students." Because children with Asperger's Disorder respond best to a regular, organized routine, Bauer recommends the use of charts and pictures to help the child visualize the day and to prepare him or her for any changes in advance. Bauer also emphasizes the need to avoid power struggles since children with Asperger's Disorder will become more rigid and stubborn if confronted or forced.

A great resource for teachers is the book from author Ellen Notbohm titled Ten Things Your Student With Autism Wishes You Knew. It can be a real eye opener as to ways to handle a student with autism such as Asperger's.

Answer 7

I had the good fortune to work w/a young man (14 yrs old) who was pulled by the school district and placed in a special SpEd classroom for 6hrs/day along with 7 other students all labelled by school psychologists as Severe Behavior Disodered.  I had an MA in Guidance and Counseling plus Ed Spec'ist hours; had worked 15 yrs with very troubled adolescent young women--but not anyone with Aspergers!  He avoided intereacting with any of us--the two regular teachers and the students.  He DID seem to be interested in any kind of puzzle, however.  To me, behavior of any kind can be a puzzle that I like to figure the GOAL of behavior, because bhr is always purposeful.  Verbal descriptions of behavior are always inadequate, so I initiated diagramming of bhr patterns.  (CJ.Jung writes that diagramming avoids human pain that is brought by verbal expression!)  "Bill" became fascinated with this and soon was diagramming his own bhv'al patterns!!  This follows Piaget's Cognitive Stages--dropping back from the Concrete to the Pre-Concrete Stage. Avoiding the verbal, also avoids the emotional content!!  ---"Bill" went on diagramming his own pattern in the classroom; then in his own home; and THEN, took the pattern back to his younger days, when he developed his own particular pattern!  He then agreed to make a video tape with me explaining all of the develpment of his bhr!!  He was marvelous!!  His attendance record improved; stayed in school almost all of the time as opposed to off-and-on attendance.  Grades vastly improved.  He was able to take a few classes in the regular HS....I have not had any follow-up info, to see if there has been any follow-through in his adult life, however.

If you had questions--or just to discuss--I'd be happy to email.