Aspergers Syndrome Inclusive Teaching Strategies

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Aspergers Syndrome Inclusive Teaching Strategies

  1. 1. Inclusive Teaching Strategies Asperger’s syndrome Asperger's syndrome is a diagnosis for individuals with a particular cluster of social, communication and behavioural characteristics. Students with Asperger's syndrome range from normal to high (occasionally very high) IQ.
  2. 2. <ul><li>Obvious signs of the syndrome include; </li></ul><ul><li>These students may have difficulty knowing when to speak and when to remain silent </li></ul><ul><li>Some symptoms are extremely positive such as the ability to concentrate almost exclusively on a chosen subject particularly in an academic setting.  </li></ul><ul><li>At times, students with Asperger's syndrome may appear non‑compliant as they often have difficulty taking direction and coping with negative feedback. </li></ul>
  3. 3. Teaching Strategies: <ul><li>1- Children with Asperger's Syndrome typically exhibit strengths in their visual processing skills, with significant weaknesses in their ability to process information auditorilly. Therefore use of visual methods of teaching, as well as visual support strategies, should always be incorporated into any teaching that you are doing. </li></ul>
  4. 4. <ul><li>2- The biggest mistake is in being more tolerant of their wrong behaviours. This only encourages them to continue doing the wrong thing. </li></ul><ul><li>You need to provide instant, constructive but positive feedback whenever there is a problem. </li></ul><ul><li>You need to explain the problem in plain English and not assume that the they know what you are talking about. </li></ul><ul><li>Then get the student to verbalise in their own words what the social error that they made was. A yes or no answer is not acceptable. Then get them to verbalise a plan for the next time something similar happens. </li></ul>
  5. 5. <ul><li>3- Be flexible </li></ul><ul><li>Recognise that students have a range of different learning styles and dealing with different pressures and constraints. Deadlines may need to be negotiated. Extra reading time may be needed for assignments in order not to disadvantage students because of their disability. </li></ul><ul><li>Use a variety of teaching methods and presentation styles to accommodate different learning styles. </li></ul><ul><li>Be prepared to reassess the materials used and adjust the way they are delivered and assessed if needed. </li></ul><ul><li>Negotiate directly with students, whenever possible, regarding their requirements. </li></ul>

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