Asperger syndrome teaching strategies

CLASSROOM STRATEGIES

Children whose needs are not at the severe end of the spectrum have been and can be successfully included within mainstream schools. This has been most successful where schools have been given opportunities to understand the implications of Asperger syndrome or autism for the child and have had the opportunity to explore strategies and interventions. There will need to be flexibility and a recognition that the child may need some approaches different to those used for the other children. Close working with parents is also essential, to ensure consistency and mutual support.

Classroom practice for children with autism or Asperger syndrome in mainstream school will need to take into account the following issues:

the child's lack of generalisation of learning (every situation appears different to the child)
the lack of incidental learning (everything needs to be directly taught)
the literalness of understanding
difficulties in becoming involved in group activities including play and games
possible reactions to over-stimulation and the fact that this can easily occur in situations that other children cope well with
observed behaviours which might be seen as simple naughtiness or non-compliance may in fact have a range of other meanings for the child with autism or Asperger syndrome (i.e. the observed 'naughty' or 'non-compliant' behaviour may in fact be the child's only way ... of indicating the need for help or attention, or the need to escape from stressful situations,... of obtaining desired objects, ... of demonstrating his/her lack of understanding, ... of protesting against unwanted events, ... of gaining stimulation).

The programme for an individual pupil will need to be based on the assessments of the pupil's individual needs and developed by close collaboration of all those involved with the pupil. However, Basic strategies would include:
Providing warning of any impending change of routine, or switch of activity.
Using clear and unambiguous language. Avoiding humour/irony, or phrases like "my feet are killing me or it's raining cats and dogs", which will cause bewilderment,
Addressing the pupil individually at all times (for example, the pupil may not realise that an instruction given to the whole class also includes him/her. Calling the pupil's name and saying "I need you to listen to this as this is something for you to do" can sometimes work; other times the pupil will need to be addressed individually).

Repeating instructions and checking understanding. Using short sentences to ensure clarity of instructions.

Using various means of presentation - visual, physical guidance, peer modelling, etc.

Ensuring consistency of expectation among all staff... and avoiding any 'backing-down' once a reasonable and manageable target has been set.

Recognising that some change in manner or behaviour may reflect anxiety (which may be triggered by a [minor] change to routine).

Not taking apparently rude or aggressive behaviour personally; and recognising that the target for the pupil's anger may be unrelated to the source of that anger.
Specific teaching of social rules/skills, such as turn-taking and social distance.
Minimising/removal of distractors, or providing access to an individual work area or booth, when a task involving concentration is set. Colourful wall displays can be distracting for some pupils, others may find noise very difficult to cope with.

Seeking to link work to the pupil's particular interests.

Exploring word-processing, and computer-based learning for literacy.

Protecting the pupil from teasing at free times, and providing peers with some awareness of his/her particular needs.

Allowing the pupil to avoid certain activities (such as sports and games) which s/he may not understand or like ; and supporting the pupil in open-ended and group tasks.

Allowing some access to obsessive behaviour as a reward for positive efforts

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