AUTISTIC & ASPERGER

Autistic & Asperger



Autistic & Asperger

Children diagnosed with Asperger syndrome is a particular problem in the educational environment. This document provides teachers with descriptions of seven characterize Asperger syndrome, in addition to the proposals and strategies to address these symptoms in the classroom. Behavioral and research activities based on the author's experience teaching children with Asperger syndrome are offered. (Everard, 2002)

Children diagnosed with Asperger syndrome (like, see note) are a particular problem in the educational environment. As a rule, regarded as eccentric and peculiar by classmates, their inept social skills often cause them to be victims made a scapegoat. Clumsiness and obsessive interest in obscure subjects add them as "odd" presentation. Children, as a lack of understanding of human relationships and the norms of social convention, they were naive and certainly not lacking in common sense. (Everard, 2002) Their inflexibility and inability to cope with changes in the causes of these people that they can be easily stressed and emotionally vulnerable.

Insistence on sameness

Children who are easily overwhelmed by minimal changes are very sensitive to environmental stressors, and sometimes participate in the ceremonies. They are looking for, and tend to worry obsessively when they do not know what to expect, stress, fatigue, and sensory overload easily throw them balance. (Everard, 2002)

Ensuring predictable and safe environment;

Collapse transitions;

The proposal is of everyday life: the child must be understood in everyday life and know what to expect to be able to concentrate on the task at hand;

Avoid surprises: Prepare the child carefully and in advance for special activities, altered schedules, or any other changes in routine, no matter how minimal;

To allay the fears of the unknown, which exposes children to new activities, the teacher, class, school, camp, etc. in advance, and as soon as possible after he or she is informed about the changes in order to prevent obsessive concern. (For example, when a child, the school must change, he or she must meet the new teacher, travel to a new school, and be aware of his or her routine before the actual presence. School of concessions from the old school may be the first few days to sign normal child in the new environment. The receiving teacher can learn how a child of special areas of interest and related books and activities available in the child's first day.)

Impairment in social interaction

Children show the inability to understand the complex rules of social interaction, it is naive, it is extremely egocentric; may not like physical contact, and talk with people they do not understand jokes, irony, or metaphor, the use monotone or stilted, unnatural voice use is not to look, and body language, withdrawal, and lack of sensitivity, rather than social signals, can not judge "social distance" exhibit poor ability to initiate and sustain a conversation, have well-developed speech but poor communication, sometimes labeled "Little Professor", so to say, the style is so adults, and pedantic; easy to take (do not believe that others sometimes lie and trick them), and usually there is a ...