My ASD Child

The vast majority of students with Asperger’s (AS) and High Functioning Autism (HFA) receive their educational experiences predominantly in general education classrooms. Thus, general education teachers are primarily responsible for the education of these “special needs” students, although frequently with the support of special education teachers. In many ways, students diagnosed with AS and HFA are well qualified to benefit from general classroom experiences. They typically have average to above average intellectual abilities, are motivated to be with their fellow classmates, and have good rote memory skills and other assets that bode well for their educational success. However, all too frequently, these young people have significant problems in academic performance, and some have learning disabilities. The reasons for these problems often are related to the social and communication deficits connected to AS and HFA. ==> Teaching Students with Aspergers and HFA In addit

Is your child with Asperger's or high functioning autism going to have a new teacher in the upcoming school year? If so, you will do your child a big favor by emailing the following "summary of educational considerations" to his or her teacher. Here is the link: https://www.myaspergerschild.com/2010/09/aspergers-students-educational.html Most Asperger's (AS) kids have normal or above-normal intelligence, and are able to complete their education up through the graduate or professional school level. Many are unusually skilled in music or good in subjects requiring rote memorization. On the other hand, the verbal skills of kids with AS frequently cause difficulties with educators, who may not understand why these "bright" kids have social and communication problems. Some AS kids are dyslexic; others have difficulty with writing or mathematics. In some cases, AS kids have been mistakenly put in special programs either for kids with much lower levels of

Parents of kids with Asperger’s (AS) and High-Functioning Autism (HFA) have a bigger influence than anyone else on how their children make it through the new school year. Be part of the solution with effective methods that will make this the best school year ever – by participating, organizing, advocating, and any other means necessary. Here are 10 ways to help your “special needs” child cope with his or her return to school: 1. Adopt the mind-set of “change the environment.” For example, if the educator regularly complains about your youngster's lack of desk-sitting etiquette, save the day with ideas for managing movement, reducing sensory overload, and increasing comfort. Click here for more information on creating an effective learning environment. 2. A “fine motor skill” is the coordination of small muscle movements, usually involving the synchronization of hands and fingers with the eyes. Many AS and HFA children have fine motor skills deficits. Therefore, finding t

Question We are desperately trying to motivate our teenager [with autism spectrum disorder] to graduate from high school. He is a senior who needs 20 more credits to graduate. He has stopped going to school. Any advice? HELP!!! Answer  Every teen with ASD is unique, but when you face a challenge like teenage dropouts, you are never alone. Countless individuals have faced the exact same situation and have survived and thrived. Teenage dropouts are all too common - and occur for a variety of reasons, including over-indulgent and over-protective parenting, mental illness, gangs, drugs, indifferent teachers, and just generally bad choices.    Dropping out of school seems like a good option for teens on the spectrum who are bored in school and feel rejected by their peer group. But they often have a rude awakening once they drop out and have no place to turn. How you can help: Make the curriculum more interesting. Offer advice on other teenage dropouts. What to

Most young people diagnosed with Asperger’s and High-functioning Autism (HFA) have behavioral and emotional problems to one degree or another. These challenges are most often related to social skills deficits associated with the disorder (e.g., when the youngster fails to take his turn in a playground game, because he doesn't understand the social rules associated with it). Social difficulties frequently involve feelings of anxiety, loss of control, and the inability to predict outcomes. As a result, kids on the autism spectrum usually have problems connected to their inability to function in a world they see as threatening and unpredictable. ==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism  The child who feels generally fearful and confused will typically act-out these troubling emotions in rather destructive ways (e.g., tantrums, meltdowns, shutdowns, aggression, etc.). Thus, it is not uncommon for

In this post, we will look at (a) the major challenges that Aspergers (high functioning autistic) students face in an educational setting, and (b) the appropriate classroom accommodations that teachers can utilize: Poor Motor Coordination—  Students with Aspergers are physically clumsy and awkward; have stiff, awkward gaits; are unsuccessful in games involving motor skills; and experience fine-motor deficits that can cause penmanship problems, slow clerical speed and affect their ability to draw. Classroom Accommodations— 1. Students with Aspergers may require a highly individualized cursive program that entails tracing and copying on paper, coupled with motor patterning on the blackboard. The educator guides the student's hand repeatedly through the formation of letters and letter connections and also uses a verbal script. Once the student commits the script to memory, he can talk himself or herself through letter formations independently. 2. Do not push the st

“Would my child (6 years old) with high-functioning autism be better served by an alternative or private school? Is it possible for him to succeed in regular public school? Are there special issues his teacher should be made aware of?” Most kids with High-Functioning Autism (HFA) and Asperger’s (AS) receive their education in general education classrooms, albeit frequently with the support of Special Education teachers.    Most of these young people are well equipped to benefit from general classroom experiences. They typically have average intellectual abilities, are motivated to be with their peers, and have good rote memory skills and other assets that bode well for their academic success. However, some kids with HFA and AS do have several problems in academic performance, largely due to social and communication deficits connected to the disorder. Also, some of them have a learning disability.  Other concerns that make it difficult for some children on the autism spectrum