Aspergers Syndrome

Session outline

What is Aspergers Syndrome?

What are the characteristics associated with Aspergers Syndrome?

Practical Strategies for supporting learners with Aspergers Syndrome.

What is Aspergers Syndrome?

A condition that falls within the spectrum of autism (ASD) with enough distinct features to warrant its own label. A neurological condition that affects the brain. It affects how a person makes sense of the world, processes information and relates to other people.

What is Aspergers Syndrome?

Its a hidden disability. It affects people in the average and above average range of ability. The incidence is thought to be 20 per 10,000 population (Males 12:1)

Triad of impairments

Social Communication Social Interaction

Social Imagination

Social Communication

Good language but difficulty understanding underlying meaning of conversation, jokes, metaphors and sarcasm Voices often sound monotonous and language pedantic. Narrow interests which dominate conversation.

Social Interaction

Lack the ability to pick up non-verbal cues. Find other people unpredictable and confusing. Appear to lack empathy Continually struggle to maintain friendships.

Social Imagination

Cant understand other peoples points of view, thoughts and feelings. Difficulty thinking flexibly - cant imagine different outcomes to situations Difficulty applying knowledge across settings

Other related difficulties:

Difficulties with Sensory Stimuli. Motor Difficulties. (including handwriting) Organisational problems. Poor concentration. Emotional vulnerability

Characteristic strengths

Honesty. Commitment to work/study. Knowledge rote learning Reliability Good at tasks that require attention to detail. Identify details and patterns that other people do not perceive.

Support Strategies

Pause between instruction and check for understanding. Limit oral questioning. Provide frequent tutor feedback to ensure on task. Provide clear expectations and rules for behaviour.

Support Strategies

Break down assignments /tasks. Use visual organisers, mind maps. Prepare learner for potential changes. Use concrete examples, activity based learning. Keep classroom routines consistent Take into account slower writing speed.

Reflect on practice

Am I using too many words? Am I too in your face with the person? Am I causing confusion? Am I causing sensory overload? Have I provided visual information? Is my language clear or abstract, ambiguous?