MAIN IMPACT IN SCHOOL:

Students with Asperger's who have an intense interest in one area may be so preoccupied with it that they do not seem available for instruction in other areas.

They may be very concrete thinkers or very literal. If you tend to use a lot expressions or jargon, they may not understand what you mean.

Students with Asperger's may exhibit behaviors that look compulsive, stereotypic, or repetitive.

They may exhibit the kinds of organizational deficits discussed in the Executive Dysfunction section, and may have significant difficulty making transitions and learning from their mistakes or past experiences.

They may have sensory issues (see the Sensory Integration section).

They may have difficulties with the rules of conversation.

Students with Asperger's often demonstrate relative weaknesses in comprehension and abstract thought (as well as in social cognition).

FOR YOUR BOOKSHELF:

Myles, B. S., Adreon, D. (2001). Asperger Syndrome and Adolescence: Practical Solutions for School Success. Autism Asperger Pub Co.

Cumine V, Leach J, et al. (1998). Asperger Syndrome: A Practical Guide for Teachers (Resource Materials for Teachers). David Fulton Pub.

Moyes RA, Moreno SJ: Incorporating Social Goals in the Classroom: A Guide for Teachers and Parents of Children with High-Functioning Autism and Asperger Syndrome. Jessica Kingsley Publishers.

Myles BS, Southwick J. (1999). Asperger Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage, and Meltdowns. Autism Asperger Pub. Co.

Simpson RL, Myles BS. (1997). Asperger Syndrome: A Guide for Educators and Parents. Pro-Ed.

STRATEGIES TO CONSIDER:

Use a lot of visual cues and visual organizers.

As much as possible, try to stick to a structured routine. Wherever possible prepare the student for potential changes or transitions.

Provide clear expectations and rules for behavior.

Use direct instruction to explicitly teach rules of social conduct.

Foster social skills by direct instruction and teach the student how to interact through social stories, modeling and role-playing.

Establish limits on perseverative discussions and/or questioning.

Build on the student's area of interest to expand it to other activities and assignments.

Allow extra time for handwritten work; explore use of word processor.

Avoid situations that might produce "sensory overload" for the student.

Pause between instructions on multi-step tasks and check for comprehension.

Provide instruction and support for understanding and managing emotions (the student's and othes').

Encourage the understanding of the perspectives and thoughts of others.

LEARN MORE ABOUT IT:

OASIS (Online Asperger Syndrome Information and Support)

Some humor on Asperger's. Reading it may give you a somewhat different perspective on the Asperger's experience

NONVERBAL LEARNING DISABILITIES

Although the topic of NVLD is not covered on this site, teachers may find the following resource helpful:

Duke MP, Martin EA, Nowicki S. (1996). Teaching Your Child the Language of Social Success. Peachtree, 1996.

Nowicki S, Duke MP (1992). Helping the Child Who Doesn't Fit In.