This document provides tips for teaching students with Asperger syndrome from a presentation given by Ms. Crystal. Asperger syndrome is a neurobiological disorder on the autism spectrum that primarily causes problems with social interactions. It can cause difficulties reading social cues, poor communication skills, speaking out inappropriately, an inability to adapt to new situations, and a need for rigid routines. The document recommends that teachers work as a team to help these students focus, learn, and interact by using structured teaching, clear expectations, accommodating student interests, and explicitly listing assignments. It also provides tips for managing behaviors, choosing partners, communicating acceptance, and redirecting students if escalated.

1. Sharing Session By: Ms. Crystal February 2009

2. Asperger Syndrome Neurobiological disorder on high functioning end of Autism spectrum Primarily causes problems in social interactions

3. Asperger Syndrome Tendencies (varies by individual) Bright but has difficulty reading social cues Good vocabulary but poor communication skills Speaks out at inappropriate times during class Excellent memory for facts, especially in areas of special interest – obsessive about special interests

4. Asperger Syndrome Tendencies (varies by individual_ continued) Difficulty with new situations or making transitions Inflexibility – clings to specific routines or rules Desires to interact but often rebuffed by peers

5. Therefore, it’s very important for us to work as a team to help the student focus, learn & interact

6. Tips Structured but flexible teaching style Let student know what to expect Make accommodations that integrate student’s interests Give clear, explicit directions for class assignments & homework – list assignments on the board

7. Tips Know subject well & direct class so student can’t “take over” with her knowledge Teach behaviour skills before activity instead of correcting after the fact Deal with tantrum by distracting students, teach how to deal with situation later

8. Tips Give goal of raising hand/not interrupting and track progress Get student to prepare part of lesson For class participation, call on student first or second Use student’s interest to relate to student Present information both visually and verbally

9. Tips Place student away from windows, squeaky chairs, noisy environments Provide back-up class notes Teacher picks partner/s for cooperative learning Talk to class about student’s challenges, enlist their help

10. Tips Communicate teacher’s acceptance of student to class Regular review sessions to review performance and encourage progress Focus on student’s strengths , e.g. acting abilities, sense of humour, encyclopedic knowledge of favourite subject/s

11. Tips If teacher notices escalation of behaviour or emotion, teacher can: Can direct student to a designated relax area (approved and standardised by teachers), Or direct student to Allied Educator (Learning & Behavioural Support) room Or get the General Office to contact AES (LBS)

12. Thank you...