Accommodations* Provide students with extra time. Individuals diagnosed with Asperger's Syndrome tend to need twice the amount of time to complete tasks given.
*Keep a scheduled routine. Be sure to make AS diagnosed students when schedules need to be rearranged or changed. Talk with them and explain to them to how and why schedules change. * Use images and labels throughout your classroom. This includes your classroom schedules, directions, and areas in the classroom. *Simplify language usage. Speak slowly and specifically when speaking. Avoid using sarcasm. * Allow students to make choices and be creative. Often times Individuals with AS are fixated on certain subjects. When you allow them to make choices in order to feel comfortable and willing to complete work. * Provide student with opportunities to speak with a counselor or participate in social skill groups often. * As with all students, be sure to provide praise. |
Modifications* Present students with shorter sentences in independent work, and also in the presentation of the materials.
* Familiarize students with new concepts, ideas and vocabulary prior to the lesson. |
Case Studies:
#1
"An 8 year-old male with Asperger’s Syndrome, a form of autism. The staff told me that he tended to talk a lot and would often perseverate on whatever was on his mind. He was also anxious, sometimes aggressive toward others, and rarely interacted with the other children in the class." (Rhythmic Entrainment Intervention, 2011)
Within this case, I would provide the student time during the week to talk with a school counselor. Also, if the school provided, I would have this student attend a group that work with students on social skills within the school, community and home settings.
#2
The child diagnosed with AS is easily overwhelmed and becomes extremely stressed by changes to their environment. This student tends to become anxious and worrisome due to not knowing what is going to happen.
For this particular student, I would do anything I can to avoid changes to the schedule. Should changes arise, I will talk with the student as far ahead as possible in order to explain to them what happened and why the schedule needed to change. With this student, I would provide him with a schedule that could be placed on his desk. I will update this schedule as far in advance as possible. On this schedule I will provide the student with images that pertain to the activities presented on the schedule.
#1
"An 8 year-old male with Asperger’s Syndrome, a form of autism. The staff told me that he tended to talk a lot and would often perseverate on whatever was on his mind. He was also anxious, sometimes aggressive toward others, and rarely interacted with the other children in the class." (Rhythmic Entrainment Intervention, 2011)
Within this case, I would provide the student time during the week to talk with a school counselor. Also, if the school provided, I would have this student attend a group that work with students on social skills within the school, community and home settings.
#2
The child diagnosed with AS is easily overwhelmed and becomes extremely stressed by changes to their environment. This student tends to become anxious and worrisome due to not knowing what is going to happen.
For this particular student, I would do anything I can to avoid changes to the schedule. Should changes arise, I will talk with the student as far ahead as possible in order to explain to them what happened and why the schedule needed to change. With this student, I would provide him with a schedule that could be placed on his desk. I will update this schedule as far in advance as possible. On this schedule I will provide the student with images that pertain to the activities presented on the schedule.