This document discusses inclusion programs for children with Asperger's syndrome. It outlines key characteristics of Asperger's including difficulties with social skills, communication, and rigid routines. The benefits of inclusion are described as well as tips for teachers such as using visual schedules and social stories. Creating individualized family service plans and assessing progress is also covered. Overall, the document provides guidance for setting up inclusion programs that meet the unique needs of students with Asperger's.
Attention deficit hyperactivity disorder (ADHD, similar to hyperkinetic disorder in the ICD-10) is a neurodevelopmental psychiatric disorder in which there are significant problems with executive functions (e.g., attentional control and inhibitory control) that cause attention deficits, hyperactivity, or impulsiveness which is not appropriate for a person's age.
Attention deficit hyperactivity disorder (ADHD, similar to hyperkinetic disorder in the ICD-10) is a neurodevelopmental psychiatric disorder in which there are significant problems with executive functions (e.g., attentional control and inhibitory control) that cause attention deficits, hyperactivity, or impulsiveness which is not appropriate for a person's age.
Complex developmental disability in infancy and early childhood, sign and symptom, its treatment via therapist approaches across the child's daily life
Presentation that looks at the current clinical research on possible causes of Autism Spectrum Disorders. Includes brief mention of the use of Homeobotanicals in secondary symptom treatment management.
This slide is part of a collection of exam revision slides from Atypical Child Development. The slides have been created by me, and based on several different research papers. The slides were created for essay exam.
Pervasive developmental disorder are characterized by severe and pervasive impairment in several areas of development: reciprocal social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities.
Complex developmental disability in infancy and early childhood, sign and symptom, its treatment via therapist approaches across the child's daily life
Presentation that looks at the current clinical research on possible causes of Autism Spectrum Disorders. Includes brief mention of the use of Homeobotanicals in secondary symptom treatment management.
This slide is part of a collection of exam revision slides from Atypical Child Development. The slides have been created by me, and based on several different research papers. The slides were created for essay exam.
Pervasive developmental disorder are characterized by severe and pervasive impairment in several areas of development: reciprocal social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities.
Multi-Tiered Systems of Support for Young Children: Driving Change in Early E...Brookes Publishing
Sponsored by Brookes Publishing
WATCH THE EDWEBINAR RECORDING AT OUR EDWEB COMMUNITY TODAY: http://bit.ly/EdWebTeachAll
Wouldn’t it be great if every child could participate in an early education program with evidence-based instruction, and receive appropriate levels of instructional interventions to achieve the best possible early academic and behavioral outcomes?
Multi-Tiered Systems of Support (MTSS)—a framework grounded in delivering evidence-based instruction of various intensity levels—can ensure that young children learn essential early academic and behavioral skills. In this edWebinar, discover how to successfully use a data-based decision-making process to match children’s needs with universal, strategic, or intensive instruction in a tiered model. Early education experts Judith J. Carta, Ph.D., and Robin Miller Young, Ed.D., NCSP, introduce MTSS as a system-wide, prevention-oriented framework for delivering efficient services and supports that meet the needs of all young children and their families.
In this recorded session, learn to:
- Articulate the MTSS framework’s core components that help improve outcomes for children and families and contrast these components with those that typically exist in early learning settings
- State how to use a data-based decision-making process to identify children who might need more intensive educational interventions and to monitor their progress during intervention
- Describe a multi-tiered intervention model for early learning programs
- Advocate for moving to an MTSS framework to drive change in early education across multiple system levels
This recorded edWebinar is ideal for all early childhood professionals. Learn how MTSS can help all young children achieve critical early learning outcomes and get ready for success in school.
Originally broadcast: February 7, 2019
Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
JOIN OUR EDWEB COMMUNITY TODAY: http://bit.ly/EdWebTeachAll
The information in these slides was shared by Amudha Mahendiran and Terry Evans, members of the Early Childhood team at The Source for Learning, Inc., during VAECE's 2017 Annual Conference in Hampton Roads, VA, on Saturday, April 1, 2017.
PRESENTATION OVERVIEW
Participants in this session learned about different methods to observe children and how to use their observations to assess a child’s progress and guide their curriculum.
ABOUT EARLY CHILDHOOD AT THE SOURCE FOR LEARNING
SFL’s Early Childhood Education Division includes PreschoolFirst--a research-based, online child assessment system that has proven effective in early childhood classrooms -- as well as a wide range of professional development and management services for the early childhood community. The Division’s PD webinar series features cutting-edge and trending topics presented in a one-hour format by SFL’s early childhood education team, with guest appearances by ECE industry experts.
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Misty Cwach, Amy Forster, Mary Nielsen Laura Thyren and Danlyn Vander Wal
2. Project Foundation "Exceptional human beings must be given exceptional educational treatment, treatment which takes into account their special difficulties. “ -Hans Asperger
3. Early Childhood Inclusion Inclusion – defined as the values, policies, and practices that will support the rights of children and their families as well as give support in the form of positive relationships, friendships, and a sense of belonging (Allen p.7) Inclusion promotes awareness within the classroom as well as the community (Allen p.9?)
4. Teacher Implications Need to have programs and activities that can be specified for children’s specific needs and abilities Promote suitable behaviors Realize value of play and how it can be used to promote learning and tolerance Structure learning and play so everyone can participate regardless of disability Foster caring and nurturing environments Use a cornucopia of materials and equipment to further develop learning abilities (Allen p.16)
5. Benefits of Inclusion Curriculum builds upon the strengths of the children Observation – can lead to higher-level motor skills, language skills, social skills, and cognitive skills Motivation – seeing what the other children are doing and so therefore want to try harder themselves Learn from the other students – everyone has something to offer (Allen p.19)
6. Program Delivery Assessments of the child Develop and evaluate IFSP and IEP Coordination with health providers Transition plans (Allen p.223)
7. Communication with Parents Notes Telephone Calls Website Newsletter Meetings – either parent/teacher or large group Parent conferences Support groups Parent feedback Home visits (Allen p.230-237)
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10. Assimilation & Accommodation Jean Piaget Assimilation - different experiences should be incorporated Accommodation – new thinking and abilities to help make assimilation happen Helps the child be included in the classroom and not be treated different than the other students (Gonzalez-Mena and Widneyer Eyer p. 85)
11. Defined Disability "I see people with Asperger's syndrome as a bright thread in the rich tapestry of life" - Tony Attwood
12. History of Asperger’s Syndrome Initially described by Hans Asperger in 1944 Did not officially become a disorder until 1984 Classified as an Autism Spectrum Disorder (ASD) Typically diagnosed after the age of 3 Exact cause unknown currently More common in males than females
13. Asperger’s SyndromeKey Characteristics Repetitive routines or rituals Speech and language peculiarities Non-verbal communication problems Tend to be “in their own world” Have difficulty planning and coping with change Lack of skills Difficulty in social relationships Poor concentration Restricted interests (Allen, 2005 p, 154) Limited interests Sensitive to loud noises
14. Definition for Children This video explains some of the basic characteristics of Asperger’s Syndrome for children. http://www.youtube.com/watch?v=s9eATBV-_lg
15. Behaviors Speak fluently but will continue on about a particular subject Like to learn facts and figures Have narrow, unsociable and unusual hobbies May have some obsessive behaviors Fear of change Difficulties understanding sarcasm and idioms Difficulties reading facial expressions Have unique imaginations Take longer for learning how to share and behave properly Anger tantrums Trouble making eye contact Difficulties viewing other’s perspectives
16. Asperger’s Syndrome Autism Higher functioning Normal intelligence Near-normal language development Diagnosed after the age of 3 primarily Want to fit but have difficulties because of social skills Do not possess any “clinically significant” cognitive delays Language delays Below average IQ Diagnosed earlier in life Lower functioning May seem uninterested in others Have cognitive delays. Some show signs of mental retardation
18. Steps in creation of an IFSP(Individualized Family Service Plan) Important to specify each family member’s concerns, priorities, and resources Incorporate all of the family’s activity settings into the plan, such as school, home, childcare setting, extracurricular activities, etc. Assessment should be ongoing and should clearly address the child’s areas of strength, needs, likes and dislikes, resources, and environments, as well as all areas of development
19. Important that an individual familiar to the child assesses child in all settings to achieve consistency All members of the team should work together to determine expected outcomes that “focus on enhancing the family’s capacity and increasing the child’s participation in valued activities.” Next step is to assign responsibilities to various team members in order to achieve identified outcomes Plans should be made for each team member’s actions in order to meet the expected goals
20. Essential to evaluate methods and results at least twice per year with revisions made at least annually in order to ensure quality, which involves much record-keeping to answer the following questions: “To what extent and at what rate is the child making progress toward attaining outcomes?” “Are the selected intervention strategies and activities promoting gains in development?” “Do changes need to be made in the intervention plan?”
21. Example of an Individualized Family Service Plan Child's Name: David T. Child’s Age: 4 yrs. 11 mos. School: ______________________________________________ Date: ________________________________________________ Family Concerns and Priorities: David has a very high I.Q. and communicates very easily, but struggles to make friends. David loves bugs and knows many things about them. He will talk for hours about different types of bugs, which often bores other children, causing them to back away from him. He struggles when other children don’t do what he expects them to do or don’t follow the rules. David is very literal and doesn’t understand when others are joking with him. David becomes very agitated when things don’t happen when he expects them to and is very difficult to calm. Mom is very concerned that David does not have any friends to play with because the other children do not understand why David acts the way he does.
22. Resources Presently Available to the Family: The family has begun to take David to a doctor specializing in Asperger’s Syndrome, and by the doctor’s suggestion, mom and dad have joined a support group for parents of children with the diagnosis. Family’s Current Activity Settings: David currently spends half days in the early childhood program at the school and spends the other half of his days in a family childcare setting. Mom and Dad have tried to encourage David to join extracurricular activities to help him get to know other children in the hopes that he would make friends, but David does not enjoy sports, so has protested and refused to participate.
23. Assessment of Child’s Current Developmental Level: David shows above average performance on standardized IQ assessments as well as above average verbal skills. David’s large motor development falls in the average to below average range, as well as his fine motor skill development. David shows below average scores in social skill development. He resists any eye contact and struggles to read others’ behavior. Annual Goals: Because the most significant concern for David lies in his social skill development, the primary goal for David’s development is to increase his ability to relate to his peers socially. Additionally, another goal for David is to help him develop coping mechanisms to manage his stress levels when things don’t go as he expects them to go.
24. Short-Term Objectives: David will learn to recognize emotions on people’s faces. David will learn to use a schedule to make predictions regarding what will happen next and will learn tools to cope when things change.
25. Special Services Plans: A Behavior Specialist trained in working with children with an Asperger’s Syndrome diagnosis will meet with David twice weekly during early childhood class time and will meet once weekly with David’s classroom teacher to incorporate the skills David is learning into his time in the classroom. Emotion recognition will be targeted as well as stress management skills. Much effort will be placed on helping David to use a schedule to anticipate what will happen next in his day to day routine. Schedules will be posted for David to use, as well as expectations for David to follow. Additionally, resources will be shared with David’s parents and his childcare provider so that the skills can be extended into all areas of David’s days. Finally, the classroom teacher will work with David’s peers in the classroom to help them understand how to interact with David.
26. Evaluation Plan: David will be re-assessed in no more than 6 months to determine the effectiveness of the strategies put in place and make determinations regarding any changes necessary to the plan. Additionally, findings from the evaluation will be used in planning efforts for David’s transition to kindergarten for the next school year.
27. Student Environment “Never say or do to a student what you wouldn’t say or do to the student in front of his or her parents.” - Unknown
28. ObservationT = teacher C = child Observation T says “C remember we do not push on the playground” C looks to teacher and says “Ok T I can’t push on the playground” C repeats this rule until he/she gets outside for recess C notices a group of children playing in a circle C goes over to one child in the group and shoves them When T asks C why he/she pushed; C says “I just wanted to play” Material enhancement When the teacher returns to the classroom she develops a social story for C to read and review about why we do not push. And also one abut how to enter play. It also discusses other solutions to engaging in play with other children. The teacher also makes a copy for the child to review at home. Social stories can also be developed for other social situations the child may struggle with. (Allen & Cowdery, 2005, p.305)
29. Sample Social Story – Hitting & Pushing 3. When I am upset I must not push other people or hit them, this is wrong and it is not allowed, this is the school rule. 1. Sometimes I get angry with my friends and teachers 2. They sometimes do things that upset me. When I am upset, I must not hit other people
30. Sample Social Story – Hitting & Pushing 6. I will enjoy my school day and so will my friends. When I am a good (add boy/girl), I will be able to use my computer and have fun. 4. If I hit or push someone I might hurt them. This would make them sad and my teacher or parents will take away my computer time when I push or hit (or add another consequence) 5. I must try to follow the school rules and not hit and push. This will make my friends happy.
31. Other Instructional Approaches for Teaching Social Relations Personalized rule cards Can be taped to child’s desk as a visual reminder. Can also be laminated and given to the children to carry with them. (ex. How the children are expected to sit in their desks) Comic Strip Conversations Used to visually clarify social interactions and emotional relations Role-playing Teacher and student can act out situations that seem to cause problems for the child. The teacher can provide guidance for how the student can act (Stokes, 2002)
32. Other Instructional Approaches for Teaching Social Relations Peer Partners A buddy that can assist the child with AS during less structured social situations. The support network should be established in a small group setting. Modeling Using videos to discuss proper social skills The Button Jar The AS student, or include all the students in the classroom, put a button in the jar each time they are noticed doing exhibiting great social skills (Stokes, 2002) Video about teaching social skills
33. Incorporating Technology Teachers can use software programs to assist in teaching social skills. There are many programs out there, but I found pretty good reviews on this one. School Rules – Volume 1 & 2 Incorporate the students with AS in making the social stories on the computer. This gives them some ownership of the finished product and also teaches technology skills. (Stokes, 2002)
34. Incorporating Technology Word documents can also be used to help children express their feelings since writing skills are often not well developed.
35. Families and Communities How to connect families and communities to services and professionals available to them
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37. The program will bring in professionals that will translate for the families if need be to ensure maximum communication between all parties, while using the first language of each child in the program.
38. The religious beliefs and family background will be respected for each child that is in the program.
39. There will be no pressure from any of the professionals in the program to change the personal identity of any of the children or their families within the program.
40. The program will focus on creating a comfortable learning environment for each of the students.
57. Helpful websites such as, http://www.autismspeaks.org/community/fsdb/state.php?sid=49 that are going to help families get connected with others like themselves in South Dakota.
61. References Allen, K.E., & Cowdery, G.E. (2005). The Exceptional Child: Inclusion in Early Childhood Education. Clifton Park, NY: Thomson Delmar Learning. Aspergers Network Support for Well-being Education and Research. (n.d.). What is Asperger Syndrome? Retrieved June 9, 2011, from ANSWER - Asperger's Support Network: http://www.aspergersmn.org/index.php?id=56 Atwood, T. (2005). What is Asperger's Syndrome. Retrieved June 8, 2011, from OASIS @ MAAP: http://www.aspergersyndrome.org/Articles/What-is-Asperger-Syndrome-.aspx Christian, J. (2006). Autism Spectrum Disorders. Retrieved June 2011, from Sanford School of Medicine: http://www.usd.edu/medical-school/center-for-disabilities/upload/autismhandbook.pdf Etsy, Inc. (2011). DAILY SCHEDULE PECS Charts for Children/Adults with Autism/PDD/Aspergers. Retrieved June 2011, from Etsy: http://www.etsy.com/listing/57400323/daily-schedule-pecs-charts-for Gonzalez-Mena, Janet and Dianne WidneyerEyer. Infants, Toddlers, and Caregivers. New York : McGraw-Hill , 2009. Hirsch, D. (2011). Asperger's Syndrome. Retrieved June 8, 2011, from WebMD: http://www.webmd.com/brain/autism/mental-health-Asperger's-syndrome
62. References Quotes on Autism or Asperger's. (2011). Retrieved June 19, 2011, from Wrongplant.net: http://www.wrongplanet.net/postt74841.html Parenting Aspergers Community. (2008). Aspergers Support Groups South Dakota. Retrieved June 2011, from Parenting Aspergers Community: Rethink autism. (2008). Retrieved from http://www.rethinkautism.com/professional/intro.aspx Special Needs Toys. (2010). Retrieved June 2011, from Children's Disabilities Information: http://www.childrensdisabilities.info/shops/specialneedstoys.html Stokes, S. (5/10/2002). Children with asperger’s syndrome: Characteristics/leaning styles and intervention strategies. Retrieved from http://www.bbbautism.com Support Groups in Other States and Countries. (2011). Retrieved June 2011, from Asperger Syndrome Education Network: http://www.aspennj.org/resources_other.asp#SD