Asperger Syndrome - What Teachers Need to Know: Written for by Matt Winter

By Matt Winter

As know-how of Asperger Syndrome (AS) grows, it turns into more and more vital that every one execs have a familiarity with and knowing of the situation. besides the fact that, for academics, who've minimum spare time, it truly is tough to entry the main points they want for operating with AS kids with no wading via huge books aimed toward mom and dad and pros. Asperger Syndrome What lecturers want to know bridges this hole and is the suitable start line for academics wishing to profit approximately Asperger Syndrome and the way most sensible to paintings with and get the main from a toddler with an ASD. delivering a precis of presently on hand details on AS and overlaying all of the key matters that would obstacle lecturers (e.g. social talents, homework, playground habit, helping with study), Matt iciness, a instructor himself, imparts tips and sensible rules that he has came upon profitable and important for someone operating in a college atmosphere.

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Be inventive and keep on trying. Above all else, maintain consistency in the classroom. These children need plenty of structure and will react negatively to changes. Keep your sense of humour and remember it is OK to have a laugh! 29 30 ASPERGER SYNDROME – WHAT TEACHERS NEED TO KNOW Organization Create a visual organizer The ability of children with AS to think in pictures can be used to aid their organization. A common strategy is to use visual organizers in the form of a series of pictures showing the sequence of events or tasks to be done.

At home, the parent can make a note of anything that is going on (or changing) that might have an effect on the child. Sensory sensitivity Auditory A child’s behaviour can be altered by a noise that others, including yourself, do not notice. Tantrums might occur at the same time of day and be linked, for example, back to the caretaker raking leaves. g. electric motors), and sharp, startling noises. If you are unable to do this, seat the child away from the source of such noises. • Have a quiet place the child can go and work.

Colouring-in). Relevant consequences When a child with AS does something that is really inappropriate, the consequence must be relevant to what has happened and involve doing something rather than just words. Saying sorry has little meaning. If she 50 ASPERGER SYNDROME – WHAT TEACHERS NEED TO KNOW has taken something belonging to someone else then maybe she should share something of hers. When something has happened, always look back and work out what the precipitant (cause) was. This will help you work out the appropriate consequence.

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