Asperger Syndrome in the Inclusive Classroom

Advice and Strategies for Teachers

Stacey W. Betts, Dion Betts, Lisa N. Gerber-Eckard

• Publisher: Jessica Kingsley Publishers
• Year: 2007
• Print ISBN: 9781843108405
• eBook ISBN: 9781846425912
• Topic: Education
• Subtopic: Educational Psychology

Asperger Syndrome in the Inclusive Classroom offers support and practical techniques for teachers who work with children with Asperger Syndrome (AS).

Based on the successful experiences of classroom teachers, and written from a teacher's perspective, this book provides creative and easy-to-apply strategies that support and encourage AS students in the mainstream classroom, from organization and time management techniques to framing classroom instructions to make lessons more accessible for children with AS. The authors' straightforward, practical advice relates to every part of the school day and includes advice for teaching specific subject areas. They give tips on helping students navigate the school environment, how to handle social situations like lunch and breaks, and what to do during unstructured periods.

This book is essential reading for teachers and school staff who want to fully include AS students in the classroom.

CHAPTER 1

“Doing” School

Typically, students learn to “do” school by watching others and taking directions from adults. There are many unwritten rules and procedures that all students need to follow.

Students need to understand these rules to be successful at school. For instance, most students know without being taught that they may not stand up in the middle of a class and make noise. Most students also know not to stare out the window and hum during class. In addition, students know that, even though they may be bored, they should not yawn loudly. Students learn this information by watching classmates and from non-verbal messages communicated by the teacher. A teacher’s scornful look at a classmate who talks out of turn sends a strong message to most school students to wait until the teacher calls on them.

“Doing” school involves performing numerous actions that the majority of students automatically understand. “Doing” school includes attending to tasks and following the teacher’s directions regarding assignments, standing in line, and putting away materials. Additionally, students need to understand the regular activities of the school day including talking appropriately with teachers and classmates and following the “norms” of the school.

Students with Asperger Syndrome can benefit from explicit instruction and direction in all aspects of their school experiences. These students also need to understand exactly what behaviors the teachers and school staff expect from them during the school day. These students can learn to perform these behaviors appropriately with instruction, guidance, and having simple accommodations made for them.

Helping the student get from place to place

Transitional periods may be the hardest part of the day for students with Asperger Syndrome. Douglas, a middle-school (grades 6–8) teacher, used a few simple methods to help Justin, a student with Asperger Syndrome, during transition periods. He gave Justin a few minutes before and after instruction to organize his materials. This extra time helped to reduce Justin’s feelings of rushing when he had to switch classes. Douglas also positioned Justin’s desk near the door so that he would have easier access to the exit.

In addition, Douglas wrote assignments for the next day on the board at the beginning of the class period as opposed to the end of class. By doing this, Douglas reassured Justin that he had enough time to write his assignment in his book.

When it was time to change classes, Douglas stood at the door and said, “Goodbye, Justin. Do you know where you’re going?” This personalized attention permitted Justin to have the added support he needed. Douglas also requested that Justin’s other teachers stand at their door to “retrieve” Justin.

Douglas’ method of passing his student from class to class only takes a small amount of time and can greatly benefit the student with Asperger Syndrome. Some teachers report that the use of a peer helper in hallways has been useful for students with Asperger Syndrome. A peer helper can walk with the student to help him navigate the school building and even assist in carrying materials if needed.

Summary of strategies

1.Place the desk of the student with Asperger Syndrome near the classroom door.

2.Allow enough time at the end of class for the students to get themselves organized and put their books away before the next class.

3.Stand at the door to assist the student in exiting and entering classrooms.

4.Have other teachers stand at their doors to help guide the student with Asperger Syndrome into their classrooms.

5.Use a peer helper to help guide the student with Asperger Syndrome.

Points for reflection

1.What are other ways that a teacher can help a student with Asperger Syndrome navigate the school environment?

2.What other accommodations can you make that will not affect the student’s instructional time?

Peer helpers

Many students are happy to help a peer in need. Peers can be very effective with the process of helping students navigate hallways and classrooms in school. A student with Asperger Syndrome may use a peer helper daily or on an occasional basis.

Some teachers, like Steve, a high-school science teacher, have provided an informal “training” for peer helpers. Steve has a student named Mark who has Asperger Syndrome. Mark’s peers receive training to learn about Asperger Syndrome. As part of the training, Mark’s peer helpers listen to an explanation about symptoms of Asperger Syndrome to help the students understand Mark better. Appendix B provides a sample worksheet that teachers can use when training peer helpers. The teacher can easily modify the worksheet to fit the needs of the peer helpers and the student with Asperger Syndrome.

Steve introduced the idea of peer helpers to Mark and his parents. Steve discussed this issue first with Mark’s parents. Some families may not be receptive to another student knowing that their child has a disability. Sometimes a peer helper may not be a good option. For example, some students may be embarrassed having other students help them.

To select a peer helper, Steve chose students with whom Mark was already familiar and friendly. Some teachers suggest waiting for a few weeks after school begins to see if natural relationships form before selecting peer helpers. For a responsible, friendly student, being a peer helper can be an honor. The peer helper should not view his or her role as “babysitting” for the student with Asperger Syndrome. It is important, however, that the teacher choose a good match for the student with this disorder. The teacher needs to consider the personalities of all the students in the classroom before choosing a peer helper.

Sally, a fifth-grade teacher, knew a student in her classroom who would be a good match for Jared, a student with Asperger Syndrome. She picked a student who she thought would be able to handle the extra responsibility of helping Jared. Prior to the beginning of the school year, Sally called the potential peer helper’s parents. She talked with them and then the student about this role. Sally explained to the parents and student about the symptoms of Asperger Syndrome. This way, the peer helper would be able to understand and be patient with Jared’s behaviors. After communicating with the parents and student, Sally felt confident that she had made a good match.

This peer helper would assist Jared to travel from class to class and help him find his way to lunch and breaks. The peer helper would not have to sit next to the student during classes unless he chose to.

Sally’s preparation for making Jared feel comfortable in her class and in school was successful. She kept a close watch on Jared for the first few days of school and frequently asked him how he felt and if he needed more help. If Jared did request help with something, such as with following his schedule, Sally would address his problems promptly and ease Jared’s stress. Many times, the peer helper asked Jared for some minor assistance.

Summary of strategies

1.Carefully assess which students will be peer helpers.

2.Ask the parents of the peer helper for permission to use him or her in this role.

3.Provide a short “training” for peer helpers.

Points for reflection

1.Why may a student feel embarrassed by having a peer helper?

2.What activities or roles may be inappropriate for the peer helper?

3.What kind of personality would fit well with the role of peer helper?

Getting to know the school

Most teachers are excited and happy to start a new school year. Many teachers enjoy discovering the students’ personalities and the challenge of teaching many different types of students. Teachers also usually feel some anxiety as they anticipate the process of gathering information about their new students to help the students learn in the most productive way possible. Students have similar feelings of excitement and anxiety.

Mary, an elementary-school (kindergarten to grade 5) teacher, did not want to have the same experience as one of her colleagues had in the previous year. During that year, on the first week of school, Thomas, a student with Asperger Syndrome, had several “meltdowns.” Thomas cried and kept repeating that he did not know what to do. The other students quickly learned where to place their coats and bookbags, and the names of their teachers. They also understood their “jobs” for the day, and organized their books and papers.

Mary learned that she was to have a new student who has Asperger Syndrome. His name is Frank. Mary read about Asperger Syndrome and thought that she needed to use some strategies to make sure that Frank’s school year started well. Mary consulted her colleagues who worked with students with Asperger Syndrome. She also read a great deal about interventions for students with Autism Spectrum Disorders.

Mary contacted Frank’s parents about visiting the school before the school year began. During their visit, Mary pointed out the particular places in the classroom that would be important to Frank. Mary showed Frank his place for his coat, bookbag, and lunch (his “cubby”). Mary picked Frank’s cubby to be at the end of the row. The location of the cubby gave Frank more space to move. Mary also gave Frank a map of the room.

Mary walked Frank through the cafeteria lunch line so he would know the routine and feel less anxious at lunch. It is important that students feel comfortable during lunch so they will have an appetite, eat, and have energy for the remainder of their day.

Mary also had Frank’s desk organized. Frank sat at the desk to see if he liked its positioning and placement in the classroom. It is a good idea for the teacher to consider the following factors when determining the desk placement for a student with Asperger Syndrome: the proximity to the other students in the classroom, the distance from the chalkboard, and possible distractions from the hallway. Mary placed an information sheet on Frank’s desk so he could glance at it if he needed to check his schedule or needed materials for an assignment.

Mary listened to Frank’s feedback about the location of the desk. He was happy that it was placed at the end of the aisle. Mary then took Frank and his parents on a short tour of the school. She showed them all the areas that Frank would use, such as the lunchroom, gym, art room, music room, bathroom, school lobby, and hallways. Additionally, Mary provided Frank with another map,...

Table of contents

• Cover Page
• Other Books
• Title Page
• Copyright
• Acknowledgments
• Contents
• A Note On The Book
• Foreword
• Introduction
• 1: “Doing” School
• 2: Academic Subjects
• 3: Special Subjects
• 4: Other Periods in the School Day
• 5: Social and Emotional Concerns
• Conclusion
• Appendix A: Daily Homework Checklist
• Appendix B: How To Help Your Classmate – Peer Helper Handout
• Appendix C: Student Information Form
• References
• Index