Implications+for+Teaching+and+Learning

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Having a student with Asperger's Syndrome (AS) in a classroom will definitely have implications on both teaching and learning, as well as the overall environment of the classroom. It is important to be aware of how it will affect you, as a teacher, and be able to successfully include your students with AS in the everyday activities in school. ======

First, any educator that will be working with the student should be knowledgeable in the characteristics of AS and the specific child's strengths and weaknesses. Although they may not be trained in working with students with AS, they should research the important details such as what Asperger's is, the diagnosis, and what strategies they will need to use in the classroom. Depending on the school division, there may or may not be a team of support systems working with the child. These supports may include: Speech/Language Pathologist, Occupational Therapist, Educational Therapist, Teacher Aide, and of course, the parents/guardian. It is important as a classroom teacher to embrace and use the resources of any support staff available.

What are some common difficulties in the classroom?
The following table is a list of common classroom difficulties that students with AS may face: 

Retrieved from: []

What can we do to help?
As we see, there are many difficulties that children with Asperger's Syndrome will have in the classroom. There are many implications that children with AS will have on both teaching and learning. The following are some strategies that teachers can use to make day-to-day life easier for the child.

**Communication:** Children with AS can be taught communication skills through a variety of ways in the classroom, including social stories and role playing. For more information, please see Instructional Strategies.

**Social Skills:** It is essential that children with Asperger’s Syndrome are taught social skills because they will have difficulty learning them on their own. This will need a lot of patience and hard work in the classroom, bringing it in through the curriculum where possible. For more information, please see Instructional Strategies.

**Using visuals:** Using visuals in a classroom of diverse learners is important, and it is important for AS children to be able to have visual cues throughout the day. For more information, please see Instructional Strategies.

**Routines:** Routines are the most important part of school life for children with AS. They need to have visual calendars of what the day looks like and awareness of when each activity begins, and ends. Changes and adaptations can be very stressful for students with AS so it is important as teachers to reduce their anxiety as much as possible to deal with difficult situations. Students with Asperger’s Syndrome also tend to have become highly interested in a certain topic and often preoccupy their minds with this topic. If possible, use this as an advantage in the classroom but remember to encourage other interests as well. For more information, please see Instructional Strategies.

**Homework:** It is commonly suggested to give reduced homework to students with Autism and Asperger Syndrome as it takes them double the time to finish half the work. It is important to be aware of this, as a teacher, and to prepare to give the child a reduced homework load.

**Family support:** The parents/guardian are an important role in the development of the child and it is important to be in communication with them as much as possible. A communication logbook can be set up where discussion is had about the strengths and weaknesses of the child, as well as other important details that may happen on a day-to-day basis.

**Classroom:** Provide a structured and predictable classroom environment for the child to feel comfortable in. They need to feel a sense of clarity and know where things belong.

**Know the student:** It is so important to know the child as an individual. Their strengths, weaknesses, interests, likes and dislikes. Have conversations with them and form a relationship of mutual respect.

**Transitions:** Plan for transitions at all times and make sure the student is aware of any changes that may occur during the day.


 * Sensory: ** Some students may have different sensory issues, and the following table is an excellent source of what teachers can do in various situations to help their students. To view the table,[| please click here.]

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Teachers need to support their students emotionally, socially and academically, not just one or the other. It is important that teachers acknowledge AS as a developmental disorder and become knowledgeable about it through research and interactions with students. A well-researched teacher will realize that although there are many implications for teaching and learning having students with Asperger's Syndrome in the classroom is a blessing and the possibility for those children to achieve and do wonderful things is endless. For more information on specific strategies that are useful in the classroom, please see Instructional Strategies. ======


 * Articles Referenced: **

Miles, B. & Simpson, R.L. (Nov. 2001). //[|Effective Practices for Students with Asperger Syndrome].// Focus on Exceptional Children. Vol. 34, Iss 3, p. 1, 14 pgs.

Smith, B., Hagen, K., Holverstott, J., Hubbard, A., Adreon, D., & Trautman, M. (2005). [|Life Journey Through Autism: An Educator's Guide to Asperger Syndrome]. //Organization for Autism Research.// 15-17

Stokes, S. (n.d.). //Children with Asperger's Syndrome: Characteristics/learning styles and intervention strategies//. Retrieved from []