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Idea 1: Constant use of body movements such as gestures and facial expressions like eye gazing as a way of interaction between the teacher and the children. This will encounter the problem of marked impairment to boost interaction (Kumar, 2014).
Idea 2: in terms of the arrangement, age factor should be a priority. It should involve arranging the students according to their age sets in the class setup. This ensures that any problem of peer relationship in terms of age inappropriateness is avoided (Montgomery, Stoesz & Mccrimmon, 2013).
Black, D, Wallace, G, Sokoloff, J, & Kenworthy, L 2009, Brief Report: IQ Split Predicts Social Symptoms and Communication Abilities in High-Functioning Children with Autism Spectrum Disorders, Journal of Autism & Developmental Disorders, 39, 11, pp. 1613-1619,
Kumar, A 2014, Key factors associated with Asperger’s syndrome and implications for effective teaching to enhance student participation and engagement, International Journal of Human Sciences, 11, 2, pp. 484-501,
Montgomery, J, Stoesz, B, & Mccrimmon, A 2013, Emotional Intelligence, Theory of Mind, and Executive Functions as Predictors of Social Outcomes in Young Adults with Asperger Syndrome, Focus On Autism & Other Developmental Disabilities, 28, 1, pp. 4-13,
Scharfstein, L, Beidel, D, Sims, V, & Finnell, L 2011, Social Skills Deficits and Vocal Characteristics of Children with Social Phobia or Aspergers Disorder: A Comparative Study, Journal of Abnormal Child Psychology, 39, 6, pp.
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(“Tips to help a teacher support a child with Asperger's syndrome and Outline”, n.d.)
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(Tips to Help a Teacher Support a Child With Asperger'S Syndrome and Outline)
“Tips to Help a Teacher Support a Child With Asperger'S Syndrome and Outline”, n.d. https://studentshare.org/education/1667984-tips-to-help-a-teacher-support-a-child-with-aspergers-syndrome-and-social-interaction-difficulties.
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