Asperger’s Syndrome

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Aspergers Syndrome

• Characteristics, Placement Options,
• and the Costs
• By Grace Crowley

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Characteristics of Aspergers Syndrome

• Aspergers Syndrome is a developmental disorder
  which is characterized, primarily, by a distinct
  lack of social skills and difficulty in dealing
  with others in social relationships (NICHCY,
  2003). Additional characteristics include
• Poor concentration
• Restricted Range of Interests
• Difficulty with Changes in Routine
• Poor Motor Coordination

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• My name is Tim Crowley. I have Aspergers
  Syndrome.
• I attend school in a regular classroom. I like
  to go to school. I wish I could go on the
  weekends.

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• Normal to above average intelligence and
  excellent language skills are common for a
  student with Asperger's Syndrome, but he or she
  may have difficulty understanding the subtleties
  used in every day conversation, such as
  metaphors, irony, and humor (NICHCY, 2003).
• Students with Aspergers Syndrome are unable to
  read social cues and do not pick up on the
  unwritten rules of etiquette that children learn
  naturally through the normal process of growing
  up. As a result, this can lead to social
  isolation and extreme difficulty in making
  friends and, later in life, holding down a job
  (Hallahan and Kauffman, 2006).
• These issues can present challenges when deciding
  on an educational placement for a child with
  Aspergers Syndrome. The following are possible
  educational options

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Regular Class Inclusion

• For inclusion in the regular classroom to be
  successful for the student with Aspergers
  Syndrome, a teacher should consider the
  following
• Keep strong lines of communication open with the
  students parents
• Prepare the student for changes in routine with
  schedules and time frames
• Provide a safe area away from noise and crowds
  that can lead to stress
• Structure seating arrangements to allow for a
  peer buddy system
• Encourage the student to participate in
  activities that make use of their strengths, such
  as the math club or computer club.
• Strive to create a strong sense of belonging
  among the students in the classroom and celebrate
  diversity (Motechin, 2006).

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Regular Class with Consultation

• Professional development courses are available to
  the regular classroom teacher, as well as
  consultation with the special education staff.
• The consulting teacher can provide special
  materials, equipment, or methods to assist the
  teacher.
• An itinerant teacher can be called upon to assist
  the student in the classroom and provide
  suggestions to the regular classroom teacher.
• A classroom aide can be provided to assist the
  student with note taking and positive social
  interaction (Hallahan and Kauffman, 2006).

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Resource Teacher

• The resource teacher will schedule sessions with
  the student outside of the regular classroom to
  work on assignments in a one-to-one or small
  group setting.
• The resource teacher can also work with the
  student on life skills, such as job seeking,
  social cues, and etiquette.
• The student can work with the resource teacher
  during testing to reduce stress and anxiety.
• The resource room can provide a more isolated and
  comfortable area in which to work (Hallahan and
  Kauffman, 2006).

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• I would really like to play baseball, but I
  cant hit the ball and I fall down when I try to
  run. So now I just watch and cheer my friends
  on.

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Self-Contained Special Class

• A self-contained special class usually has a
  smaller number of students with similar
  disabilities.
• The teacher is specifically trained in special
  education and provides all of the academic
  instruction throughout the day.
• A special education aide is provided to assist in
  the program.
• With the exception of such classes as music, art,
  or physical education, students in a
  self-contained class do not participate in daily
  learning activities with their non-disabled
  peers.
• Special education students are able to
  participate with their non-disabled peers as
  their behavior permits (Hallahan and Kauffman,
  2006).

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Special Day School

• The purpose of a special day school is to provide
  all-day instruction for students under the
  guidance of a special education staff.
• Most special day school students with Aspergers
  Syndrome have been unable to find a suitable
  program within the public school system due to
  severe social and/or emotional challenges
  (National Youth Network, 2007).
• There are no non-disabled students in attendance.

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Homebound or Hospital Instruction

• Homebound or hospital instruction is usually very
  short term a few days to a few weeks.
• This option is ordinarily reserved for severe
  behavioral problems.
• The homebound teacher keeps in regular contact
  with the classroom teacher (Hallahan and
  Kauffman, 2006).

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Residential School

• In a residential setting, the student receives
  academic and daily living instruction.
• Residential schools provide twenty-four hour care
  and supervision away from the students home and
  community.
• Students may return home for a weekend visit, but
  will remain in the residential setting during the
  rest of the week.
• This option is the most restrictive on the
  Continuum of Alternative Placement (Hallahan and
  Kauffman, 2006).

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Conclusion

• Most students with Aspergers Syndrome are able
  to maintain in the regular classroom or the
  self-contained program. Students are placed in
  the least restrictive environment (LRE) based on
  their behavioral needs.
• As students with Aspergers Syndrome move through
  the educational system, there are coaches and
  counseling services dedicated to assisting with
  transitions from high school to college to job
  training and career choices.

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• Im going to the prom. I got so excited that I
  forgot to ask my girlfriend to go with me! I
  hope she comes!

15

• Well, I graduate tonight, and Im off to
  college. Ill be studying Theatre Arts.

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References

• Hallahan, D., Kauffman, J. (2006). Exceptional
  learners. Boston Allyn and Bacon
• Motechin, S. (2006) What is Aspergers Syndrome?.
  Retrieved September 18, 2007, from
  http//www.behavioradvisor.com/AspergersSyndrome.h
  tml
• National Youth Network. (2007). Day schools.
  Retrieved September 17, 2007, from
  http//www.nationalyouth.com/dayschools.html
• NICHCY. (2003). Pervasive developmental
  disorders. Retrieved September 17,
• 2007, from http//www.nichcy.org/pubs/factshe
  /fs20txt.htm