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Tips to help a teacher support a child with Asperger's syndrome and social interaction difficulties - Outline Example

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The individuals with this type of disorder and any other related ones always exhibit significant deficiencies both in communication skills and social…
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Tips to help a teacher support a child with Aspergers syndrome and social interaction difficulties
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Supporting Children with Asperger’s Syndrome in Social Interaction Tips in Supporting Children with Asperger’s Syndrome in Social Interaction
Introduction
Asperger’s syndrome is a disorder of a neurobiological aspect on the end of higher functioning of autism spectrum. The individuals with this type of disorder and any other related ones always exhibit significant deficiencies both in communication skills and social interactions. As for the growth and development of a child, the social interaction is regarded as critical. Therefore to prevent any victimization whatsoever from other healthy children to these disorder ones, a teacher should develop tips to prevent this oppression. As a result, therefore, social interaction is enhanced in a class setup.
Source one: Journals (Kumar, 2014; Montgomery, Stoesz & Mccrimmon, 2013; Scharfstein et al., 2011; Wallace et al., 2009)
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).
Idea 3: Addition of charts and maps in everyday lessons for the disadvantaged to avoid the problem of fascination with the routes and map location in response to low memory (Wallace et al., 2009).
Idea 4: More lessons are undertaken by the students to advance related facts as a result of poor memory (Kumar, 2014 & Wallace et al., 2009).
Idea 5: Involvement of students’ participation to avoid clumsiness (Scharfstein et al, 2011).
Idea 6: Practicing act of lending and borrowing between students. This avoids the difficulty of to give and to take conversations (Kumar, 2014 & Wallace et al., 2009).
Source two: Books (Patrick, 2008 & White, 2011)
Idea 1: Early commencement of reading for extensive vocabulary to avoid hyperlexia (White, 2011).
Idea 2: Establishing leadership and constant rotating of positions to avoid stereotyping (Patrick, 2008).
Idea 3: use of simple language with relevant examples and interpretation for better comprehending of implied meanings (Patrick, 2008).
Idea 4: Regular involvement of physical education with students to have the appropriate response both emotionally and socially (Patrick, 2008 & White, 2011).
Idea 5: Sensitizing the effects of loud noise by maintaining silence at all times. This is because of high level of sensitivity to environmental stimuli like noise (Patrick, 2008 & White, 2011).
Idea 6: Constant engagement with the every student at private sessions to enhance inner feelings the students may have (White, 2011).
References
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,
Patrick, NJ 2008, Social Skills for Teenagers and Adults with Asperger Syndrome: A Practical Guide To Day-To-Day Life, London: Jessica Kingsley Publishers, Discovery eBooks,
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. 865-875
White, SW 2011, Social Skills Training For Children With Asperger Syndrome And High-Functioning Autism, New York, NY: Guilford Press, Discovery eBooks, Read More
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