Campus commons: When pigs fly: A new perspective on learning (original) (raw)
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Asperger's syndrome: learner characteristics and teaching strategies
Autism
.Students with Asperger's syndrome present a particular challenge for their parents, teachers, and peers. Therefore it is important for teachers working in inclusive settings to become aware of the unique needs of these students. In this paper, challenges for students with Asperger's syndrome are discussed in terms of five aspects; communication, motor clumsiness, obsessional interests, attention and social skills. These characteristics are discussed in a wav that will facilitate teachers' understanding of the difficulties associated with student participation in the school environment. Challenges for teachers are discussed under the headings: inclusive schooling; need for a structured program; behaviour management; communication; and creativity in planning. Adaptive and compensatory strategies for teachers are described which will facilitate learning and participation of students with Asperger's syndrome in the regular classroom.
Asperger's Syndrome: A Social Communication and Developmental Disorder
Asperger’s Syndrome, also referred to as 'the little Professor’s syndrome’, is a neurological developmental disorder that affects the way children communicate and interact with others. This paper argues that this disorder, although a sub group of a category known as Autistic Spectrum Disorder (ASD) or Pervasive Developmental Disorder (PDD), is distinct from High Functioning Autism (HFA). This was against the backdrop of misconceptions and misdiagnoses of the disorder in some quarters and even by medical researchers. Also, this paper provided further understanding and better enlightenment about the syndrome by answering the following posers: What is Asperger‘s Syndrome? What are the causes of Asperger’s Syndrome? What are the symptoms of Asperger’s Syndrome? What are some of the rehabilitational interventions for Asperger’s Syndrome? This paper recommends proper awareness of the disorder and various forms of supports from parents, care givers, teachers and others to sufferers.
Working with Students Who Have Asperger's Syndrome
2009
Misunderstandings on the part of teachers about the reasons for socially inappropriate behaviour have the potential to cause major problems for some young men with Asperger's Syndrome. This was evident in the cases of two students with whom I have worked as a guidance counsellor in a New Zealand high school. Narrative Therapy concepts of "thin" and "thick" descriptions are used to provide more sympathetic and supportive understandings of their behaviour. Those more helpful "thick" descriptions make use of current diagnostic criteria and research about Asperger's Syndrome. Methods of working therapeutically with adolescents and their families are presented from Motivational Interviewing, Solution-Focused Therapy, and contemporary, evidence-based perspectives. School guidance counsellors can have an influential role in challenging unhelpful "thin descriptions" about the problematic behaviours, in developing those more supportive "thick descriptions," and in promoting more socially appropriate behaviour in these young people through therapeutic interventions. Potential challenges in this work are also addressed.
Effective teaching for students with Asperger's syndrome in the regular classroom
Australasian Journal of Special Education, 1998
This paper investigates issues surrounding the inclusion of students with Asperger's Syndrome in primary school classrooms by first identifying the unique needs of these students, and secondly, by examining some strategies which can facilitate the inclusion of these students into inclusive school settings. These effective methods take into account physical factors within the classroom, the predictability of instructional routines, and building on students' pre-existing knowledge in order to enhance their productivity. The approaches to instruction discussed in this paper are particularly valuable because they are appropriate to the needs of many students in the regular classroom.
Increasing Socialization in Adults with Asperger's Syndrome
Psychology in the Schools, 2013
Difficulties engaging in social activities are considered to be a core symptom of individuals with autism spectrum disorder (ASD). Both the literature and our clinical observations suggest that most individuals with ASD have a desire to engage in social activities, but social skill deficits make social interaction challenging, and in turn can lead to feelings of loneliness and isolation. Currently there are few resources to support adult students with ASD in forming friendships and involvement in the college community. Using a multiple baseline design over a 33-week period, this study evaluated the effectiveness of structured social planning for college students with ASD. Intervention included weekly sessions that included providing step-by-step social planning related to their interests, and feedback regarding their participation in social activities. In addition, training in specific organizational skills was implemented, such as determining activities, using a planner to ensure participation in the activities, inviting peers to activities, arranging for transportation, and so on. Results demonstrated that participants were not attending any social events throughout the baseline period. Following intervention, all participants increased the number of social events attended per week. Further, quality of life and satisfaction questionnaires all reported a higher satisfaction with their college experience and peer interactions following intervention. Finally, improvements were seen in other untargeted areas, including increases in non-structured social interactions, improvements in grade point averages, and employment. Results are discussed in regards to a creating a social support program for college students with ASD.
Take the Challenge: Building Social Competency in Adolescents with Asperger’s Syndrome
2008
Research supports the difficulties that students with Asperger’s Syndrome (AS) and High-Functioning Autism (HFA) have in developing successful interpersonal relationships. While they want to establish friendships, students with AS fail to recognize and accurately interpret social cues and verbal and nonverbal behavior. Social situations become even more complex as these students enter adolescence and learn that unspoken social “rules” vary within different environments, situations, and cultures. Thus, developing social competence is critical for future success. The Oakstone Challenge (TOC) is multi-dimensional approach that combines the use of contextual self-monitoring and community building to teach and promote the generalization of social skills and in adolescent students with AS. A theoretical basis and program description of TOC are provided. Future implications for the development of social competency with students with AS are discussed.
Giftedness and Asperger's Syndrome: A New Agenda for Education
Understanding Our Gifted, 2002
The principal looked around the table in bewilderment, the file of 9-year-old Jason open in front of her. The math teacher has proclaimed this child a genius: he understands ideas that others won't get for years. No wonder he has trouble talking to the other kids...he's just way beyond them. The English teacher thinks it's something different-Jason seems bright in math, but in English he's nowhere. She's not always really sure he knows the meaning of all those words he uses-she's not sure he should have been grade skipped. You know if you went in the hall and asked Jason's classmates, they'd have a diagnosis: geek, dweeb. Jason's parents simply look confused. They've come here for help, but it seems like a futile effort. Now the special education teacher pipes up: Jason isn't gifted, he's got Asperger's Syndrome. What's the problem with this scenario? The gifted education teacher wasn't invited to the meeting... Across the country, around the world, this scene is repeated. A relatively new category in the continuum of behavior disorders, Asperger's Syndrome (AS) is both compelling and alarming to educators in gifted education. What does it mean to be gifted with Asperger's? It's a question that gifted educators must learn to answer, to ensure proper programming for children who are gifted, children who are Asperger's, and children who are both. What is Asperger's Syndrome? Asperger's Syndrome is one of a number of pervasive developmental disorders, a group of disorders that includes autism. Early on Asperger's Syndrome was referred to as "high functioning autism." Now AS is recognized as a disorder separate from autism, although the primary difference between the two is level of mental functioning: while autistic children tend to also have lower than average measured intelligence, children with Asperger's Syndrome have average or above measured intelligence. Characteristic Behaviors of Asperger's Syndrome Asperger's Syndrome is primarily a disorder in social interactions. People with AS tend to be oblivious to social conventions (Attwood, 1998). They literally don't know how to share a conversation, to be "polite," or to seek friendship. The American Psychological Association (1994) divides the behaviors that indicate Asperger's Syndrome into four general categories: • impaired social functioning, including inability to make friends, show empathy, read social cues or use social non-verbal communication (eye contact, posture, and gestures) • restricted and stereotyped behaviors or interests, including a single intense area of interest, repetitive hand movement, sensory sensitivity, compulsive repetition • average or above average language development-vocabulary and usage are normal, although some hyperlexia (basically, sophisticated usage without sophisticated comprehension) may be present, especially in an area of intense interest
The following article describes the Asperger syndrome (AS), an autism spectrum disorder, including an explanation of the main difficulties involved, especially with regard to social interaction, communication and imagination. In addition, specific examples help provide a more concrete understanding of the topic. Based on the principal explanatory theories of this syndrome --"theory of the mind", "central coherence" and "executive functions"several implications for education and intervention strategies are described in detail. As confirmed by our own experiences, these strategies are useful in mainstream classroom situations for meeting the needs of such students. Dealing with a conception of AS from the affective, relational and cognitive dimension improves our understanding and educational interventions with these individuals, enhancing the development of their social, communicational, and language skills, their self-regulation and self-determination. In summary, this results in better quality of life within the educational context of inclusive classrooms and schools.
Asperger's Syndrome and the Voyage through High School: Not the Final Frontier
Journal of College Admission, 2008
DR. JANET E. GRAETz is an assistant professor of special education at Oakland University (MI) in the School of Education and Human Services. She has published several studies and book chapters on interventions for elementary and secondary students with Autism Spectrum Disorders. Her research interests include adolescents and young adults with Asperger's Syndrome.