Asperger Syndrome: Interventions and Possibilities - Research Paper Example

? Diverse Disabilities- Asperger’s Syndrome al Affiliation This paper considers Asperger’s Syndrome (AS) as a condition that has a variety of interventions and possibilities. Though this developmental disorder is characterized by a number of restrictions in several aspects, it is still achievable for a child with AS to have quality interaction with other individuals. This report delves into the teacher’s conscientiousness in creating a welcoming atmosphere for children with diverse abilities. It specifically discusses how a child with AS in a 1st grade class setting may able to show his potentiality among other students. Moreover, it views inclusion as an avenue for advocating equality among learners with varied backgrounds. Hence, educators must possess the necessary knowledge and skills in teaching children with AS. There is also a need for collaboration with specialists, professionals, other teachers, administrators, and parents. There is a need for preparedness since there are several challenges to be considered. Fortunately, there are techniques and suggestions that can aid the teacher in creating an inclusive atmosphere. Report Introduction Asperger’s Syndrome (AS) was first explained in 1944. Hans Asperger was an Austrian pediatrician. However, AS was better known in the 1990s when researchers like Uta Frith, Lorna Wing, and Tony Attwood brought it to international interest. In 1994, it became standardized as a diagnosis. It is categorized under Pervasive Developmental Disorders in the DSM- IV. However, there are still doubts regarding its difference from high functioning autism or HFA (Holliday, 1999). “Asperger’s syndrome is a developmental disorder resulting in impairment in social interaction, communication skills and restrictive interests. The disorder can also include motor clumsiness and problems with handwriting and being hypersensitive to specific auditory and tactile experiences. There can also be problems with organizational and time management skills and explaining thoughts and ideas using speech” (Attwood, 1998, p.15). This syndrome may manifest in a child’s certain developmental stage. There is usually a decline of improvement before age 22. An individual with AS has delays in his socialization and communication skills. In particular, a 7-year-old child with AS faces various challenges such as: hypersensitivity in simple acts like shaking hands, difficulty in making friends, having some problems in school work like writing, arithmetic, as well as staying in the proper line, and carrying a conversation with someone. Many individuals could also be misdiagnosed or go undiagnosed since the symptoms are closely related to other kinds of disorders. According to Goble (1995), most students with AS are in regular setting classrooms and continue with their education with no professional help. Bauer (1996) also states that many are mistaken to have ADHD since a number of their characteristics are quite similar (Carrington & Graham, 1999). For example, both of these disorders have symptoms like difficulty in relating with others, delay in motor skills, and tantrums. Asperger’s has been known as “high functioning autism.” It is one of the disorders of the autism spectrum (Allen & Johnson, 2011). It has particular characteristics which may or may not manifest in all individuals. Since AS affects the nervous system, there could be challenges across the different dimensions. This business card of an individual with AS will let anyone know the essential information about the syndrome: “I have Asperger’s Syndrome, a neurobiological disorder that sometimes makes it difficult for me to speak and act calmly and rationally. If I have given you this card, it probably means I think I am acting in a way that might be disturbing to you. In short, Asperger’s Syndrome can make it difficult for me to: speak slowly, refrain from interrupting, and control my hand movements and my blinking. It also makes it hard for me to follow your thoughts so that I might misunderstand what you are trying to say or do. It would help me if you would speak calmly and answer any questions I might have, clearly and completely. I apologize if my behaviors seem inappropriate. For more information on Asperger’s Syndrome, please write: ASPEN of America, Inc. P.O. Box 2577, Jacksonville, Florida 32203-2577” (Holliday, 1999, p.129). The aforementioned excerpt vividly describes the challenges that the person has to go through. Those with AS have difficulties in comprehending and delivering speech. Furthermore, they may have hypersensitivity or under-reaction concerning their senses. For instance, a child may cover his ears and shout when he hears the ringing of the school bell. Individuals with AS also have routines and it is hard for them to adjust to changes. In addition, they may have certain interests that preoccupy them for most of the day. Socially, they have difficulty in relating to others since they could lack empathy and have lesser understanding of non-verbal communication. Cognitively, it may be hard for them to organize, adjust to interruptions, and think in variable ways. As for their physical aspect, their gross and fine motor skills could be impaired. This could make it hard for them to do simple tasks such as walking, dressing, and tying their shoe lace. Hence, teachers handling children with AS often have challenges like communicating effectively, coming up with interventions, finding sufficient resources, ensuring teaching methods, and setting up an efficient inclusive environment. Communicating Effectively First of all, since children with AS have specificities in communicating, it is important to be sensitive and understanding. Some of them may not like to be touched when talked to. It could also be troublesome to make eye contact or accept and give compliments. For a number of times, different communications techniques are tried to see if they are effective. Since most children with AS interpret words literally, it is hard for teachers to communicate with them effectively. Therefore, it is essential to devise ways so that they can understand what is being discussed in the different lessons. It is imperative for them to be able to know how to express themselves properly in the classroom. Gross (1994) asserts that “communication is most effective when implicit meanings are made explicit and irony and idiom avoided” (Carrington & Graham, 1999). For example, instead of saying “hold your horses”, it is better to say, “please wait” or simply “stop”. Moreover, instructions should be made as brief and concise as much as possible. A complicated or long instruction should be broken into different steps. It must be seen to it that there are no confusing words. It is also helpful to utilize examples and practice items to make sure that the instruction is well understood. The student with AS must be given enough time to process information and to ask questions in case there is something to be verified. Consistency and clarity must always be observed to lessen miscommunication. These strategies are beneficial in conveying information in the classroom. Since it is quite possible that important announcements and homework will be forgotten by the student, a communication notebook is handy. This way, the teacher and parents can communicate through the notebook every day. It is beneficial to maintain close communication with the child’s parents or caregivers for a productive collaborative relationship. An open and understanding professional relationship helps in implementing techniques that can improve the learning process. Moreover, parents and teachers feel more comfortable when there is transparency among them. Challenges Considering the challenges that the student with AS has to face, it is just logical to expect that there are ordeals for the teacher as well. Carrington and Graham (1999) specified that teachers are generally challenged in planning creatively. A child with AS has particular needs that have to be addressed inside the classroom. Hence, the teacher has to be flexible enough in facilitating the learning process. Since it is difficult for a child with AS to empathize with others, it is challenging to answer tasks that would make them infer about certain perspectives. For instance, it would be hard to explain the instruction, “If you were the president, how would you solve this problem?” In relation to this, social situations are puzzling for people with AS. Hence, the teacher has to think of techniques to be able to understand social rules and norms in the society. Furthermore, considering gross and fine motor skills impairment, activities must be designed in a way that the child will not be frustrated. For example, if it would be hard for him to cut small pieces of paper in making a mosaic, the teacher has to think of other options that the child can do. The child may also be irritated with the lights or other stimuli in the classroom. Proper placement and several adjustments are needed to be taken into consideration to prevent sensory over or under load. Furthermore, though most students with AS have proficient vocabulary development, it is tough for them to understand and utilize them in context. In relation to this, they may be able to talk properly but they can get perplexed when talking with others since it is hard for them to relate to others’ feelings. They may not recognize that they have already been talking about a certain topic for a very long time either. Moreover, it is tricky for a child with AS to maintain attention and understand the purpose of a certain project. It is then necessary to devise ways on how concepts will be more comprehensible. In addition, children with special needs are more often to be teased and get lonely (Mathews & Williams, 2006). Thus, another challenge for the teacher is thinking of various tactics that can promote a bully-free environment since it is most likely for atypical students to be picked on. Interventions The above paragraphs delved on the challenges that the teacher and the student with AS face. Fortunately, there are several interventions that can address these issues. It is important to note that there is no single intervention that can work for all situations. Therefore, there may be times when trial and error works best in choosing which technique to use. Regarding perspective taking, role plays are effective in teaching how it is to be placed in someone else’s situation. Role reversals can make the child realize how it could feel to be the other person. Watching movies like “Mr. Bean” can also show the disadvantages of somebody who does not think of others’ plight (Carrington & Graham, 1999). In addition, the different characters and plots of these movies can be exciting prompts for discussion. As for the motor skills, the teacher can alter some activities or restrictions that the child has difficulty in. If it would be hard for the student to cut small pieces of paper, the teacher can let him have extra time, make the pieces bigger, or use another medium like clay in creating an output. Moreover, a few minutes of moving around or jumping jacks can serve as a warm-up for uneasy bodies. The teacher must also be knowledgeable of the factors that trigger the anxiety of the child with AS. For instance, if the child gets irritated with loud noise and bright lights, he must be stationed far from the windows and the door. His chair should also be away from the lights. If possible, the door must always be closed to muffle the sounds from outside. It is likewise principal to explain to the other students the considerations they have to give to their peers with special needs. This will help in creating an empathetic atmosphere. The teacher can facilitate activities that teach empathy such as recognizing body signals as well as cause and effect relationships. Since the teacher is known to be the role model, he should observe consistency between spoken and verbal language. He can also come up with drills regarding facial expressions and following rules. It is beneficial to express expectations in positive statements such as “Be early” rather than “Do not be noisy” to avoid confusion and to promote constructive behavior. Moreover, various examples in different situations are useful in fully making the students understand concepts. Cooperation among all groups involved is necessary in advocating a bully-free learning environment. The teacher has to often instill the value of tolerance and acceptance in different lessons. The students themselves should also have an active part in fighting bullying behavior. Parents must be fully informed about certain issues if their children are involved in any kind of abuse. The administration has to implement effective rules in eradicating bullying. “The intervention may be successful but may require large amounts of time, patience and tenacity” (Notbohm & Zysk, 2010, p.2010). Results may not be discernible within a short period of time. For these methods to work, it takes a lot of effort and consistency. There may be times when one feels like giving up. However, it must be kept in mind that persistence is one of the most valuable keys in attaining success. Resources The most common resource used in the classroom is books. There are a lot of brilliant reading materials. However, some may be too complicated for a 1st grade child with AS. Some books that can produce sounds may be too noisy for someone with auditory sensitivity. Other common sources are classroom rules and daily schedules that are usually posted on a wall of the classroom. These help the child with AS since they work better in a predictable environment. However, there may be times when a schedule has to change due to some unexpected event. This may be dealt with by using notices that may be written on the board or posted on the wall. Other kinds of transitional warnings such as counting help alleviate anxiety. Since it is usually difficult for children with AS to notice physical boundaries, the usual desks and chairs may not be operational in letting them stay where they should be. Physical and visual markers such as tapes and signs help in reminding where one’s territory should be. This will avoid bumping and poking with other children. Film viewing is sometimes used by teachers in driving some points in their lessons. This is indeed an educational and fun way to assist the learning process. The material of the movies must first be scrutinized by the teacher to avoid eliciting uneasy reactions from the child with AS. This suggestion is also applicable in choosing other visual aids and props. Children clearly love to play with toys. These resources can help teach the value of sharing and socialization. The kinds of toys accessible to the child must be comforting as well as interesting. A schedule for each child concerning the kind of doll or truck to be played with is beneficial in circumventing conflicts regarding the toys. Teaching Methods The teacher’s style and methods are very essential in creating a positive atmosphere. Much of the success of an inclusive setting depends on the teacher’s skills and preparedness. Consistency has always been an indispensable value. While other children can adjust to changes rapidly, those with AS stick to routines and patterns. Hence, the teacher must always consider regularity in how he demonstrates his lessons. Moreover, visual aids are evidently effective in absorbing information. Furthermore, it helps the child with AS grasp the structure of the topic at hand. The attention of wandering minds may also be pulled back through pictures, charts, and simple writings on the board. Since vagueness generally induces apprehension, it is advisable to be specific not only in discussing subject matters but in instructions, comments, and compliments as well. For instance, saying, “No! Stop!” does not tell the child what should be done. It is more understandable for the child if there is an alternative to his action like, “Stay inside the room.” In addition, making use of prompts reduce the frustration of children. If a task is too hard, it can lead to tantrums. Utilizing visual cues such as bold fonts can also reduce long conversations. Instead of explaining the hint, the teacher can just point to the prompt. Every teacher has his own unique style. What is important is to have the heart for the students’ welfare. Like what one student with AS said, “A student could not ask for a more inspiring, sympathetic teacher” (Welton & Telford, 2004, p.8). Knowledge coupled with compassion is the best formula in making affirmative changes in students’ lives. Environment Indeed, the environment can affect the mood of the learners and the teacher. For a child with AS, stability in his surroundings is crucial. To help the child know where he should or should not go, having physical boundaries is beneficial. For example, placing a rectangle shape on where they should line up aids in knowing where the child should stand. Moving the desks and chairs clearly apart will also make the child recognize the difference between his desk and his neighbor’s. Furthermore, it is a good idea to have graphic organizers such as plastic bins rather than using folders. This will make it easier for the students to sort their papers since there is a separate container for each subject. It is important to reduce distractions in the environment. Hence, clutter must be avoided as much as possible. The teacher may be competing with some decorations regarding the child’s attention. Unnecessary ornaments that are hanging on the ceilings are better removed to improve focus. Providing manipulates such as clay and stress balls when possible alleviate anxiety. The children may also be given the freedom to do their tasks on the floor to improve muscle tone. An effective way of prompting a child with AS in having conversations is by having them write interesting things that happened to them that week. These can serve as guides when they are asked to say something. Another way is by utilizing pictures that are personally fascinating to each child. These photos or cut outs may be laminated and used as placemats. These may then be sources of topics for the children during snack or lunch time. Conclusion Asperger’s syndrome affects an individual’s executive functioning, sensory processing, and social skills. It is difficult for a child with Asperger’s to understand much of everyday life. For a successful inclusive learning process, the teacher’s method and the factors in the environment are crucial. Thus, the teacher has to have the skills and ample preparation to undertake the challenges presented by the needs of the students. Support from family members, administrators, and other significant community sectors are needed in achieving educational goals. With the full backing of everyone involved, the interventions will surely yield significant results. References Attwood, T. (1998). Asperger’s syndrome: A guide for parents and professionals. Islington, London: Jessica Kingsley Publication. Carrington, S., & Graham, Lorraine. (1999). Asperger’s syndrome: Learner characteristics and teaching strategies. Special Education Perspectives, 8(2), 15-23. Holliday, W. (1999). Pretending to be normal: Living with Asperger’s. Philadelphia, PA: Jessica Kingsley Publication. Allen, E., Cowdery, G., & Johnson, J. (2011). The exceptional child: Inclusion in early childhood education. Stanford, CT: Cengage Learning Inc. Jackson, L. (2002). Freaks, geeks, and Asperger’s syndrome: A user guide to adolescence. Philadelphia, PA: Jessica Kingsley Publishers Ltd. Mathews, J., & Williams, J. (2006). The self-help guide for special kids and their parents. Philadelphia, PA: Jessica Kingsley Publishers. Notbohm, E., & Zysk, V. (2010 ). 1001 great ideas for raising and teaching children with autism or Asperger’s. Arlington, TX: Future Horizons Inc. Welton, J., & Telford, J. (2004). Can I tell you about Asperger’s syndrome? New York, NY: Jessica Kingsley Publishers Ltd. Read More