Sharing Session Asperger

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Relevant info to support sec. sch. students with asperger syndrome

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  • Create a circle of friends for Catherine, needs to identify students who are mature enough to understand and willingness to befriend her.
  • Sharing Session Asperger

    1. 1. Sharing Session By: Ms. Crystal February 2009
    2. 2. Asperger Syndrome <ul><li>Neurobiological disorder on high functioning end of Autism spectrum </li></ul><ul><li>Primarily causes problems in social interactions </li></ul>
    3. 3. Asperger Syndrome <ul><li>Tendencies (varies by individual) </li></ul><ul><ul><li>Bright but has difficulty reading social cues </li></ul></ul><ul><ul><li>Good vocabulary but poor communication skills </li></ul></ul><ul><ul><li>Speaks out at inappropriate times during class </li></ul></ul><ul><ul><li>Excellent memory for facts, especially in areas of special interest – obsessive about special interests </li></ul></ul>
    4. 4. Asperger Syndrome <ul><li>Tendencies (varies by individual_ continued) </li></ul><ul><ul><li>Difficulty with new situations or making transitions </li></ul></ul><ul><ul><li>Inflexibility – clings to specific routines or rules </li></ul></ul><ul><ul><li>Desires to interact but often rebuffed by peers </li></ul></ul>
    5. 5. Therefore, it’s very important for us to work as a team to help the student focus, learn & interact
    6. 6. Tips <ul><li>Structured but flexible teaching style </li></ul><ul><li>Let student know what to expect </li></ul><ul><li>Make accommodations that integrate student’s interests </li></ul><ul><li>Give clear, explicit directions for class assignments & homework – list assignments on the board </li></ul>
    7. 7. Tips <ul><li>Know subject well & direct class so student can’t “take over” with her knowledge </li></ul><ul><li>Teach behaviour skills before activity instead of correcting after the fact </li></ul><ul><li>Deal with tantrum by distracting students, teach how to deal with situation later </li></ul>
    8. 8. Tips <ul><li>Give goal of raising hand/not interrupting and track progress </li></ul><ul><li>Get student to prepare part of lesson </li></ul><ul><li>For class participation, call on student first or second </li></ul><ul><li>Use student’s interest to relate to student </li></ul><ul><li>Present information both visually and verbally </li></ul>
    9. 9. Tips <ul><li>Place student away from windows, squeaky chairs, noisy environments </li></ul><ul><li>Provide back-up class notes </li></ul><ul><li>Teacher picks partner/s for cooperative learning </li></ul><ul><li>Talk to class about student’s challenges, enlist their help </li></ul>
    10. 10. Tips <ul><li>Communicate teacher’s acceptance of student to class </li></ul><ul><li>Regular review sessions to review performance and encourage progress </li></ul><ul><li>Focus on student’s strengths , e.g. acting abilities, sense of humour, encyclopedic knowledge of favourite subject/s </li></ul>
    11. 11. Tips <ul><li>If teacher notices escalation of behaviour or emotion, teacher can: </li></ul><ul><ul><li>Can direct student to a designated relax area (approved and standardised by teachers), </li></ul></ul><ul><ul><li>Or direct student to Allied Educator (Learning & Behavioural Support) room </li></ul></ul><ul><ul><li>Or get the General Office to contact AES (LBS) </li></ul></ul>
    12. 12. Thank you...

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