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Showing posts sorted by relevance for query teacher. Sort by date Show all posts

Crucial Classroom Modifications for Kids on the Spectrum: Tips for Teachers

“Are there some tips that my high functioning autistic daughter’s teacher could use to help her with things link reading, handwriting, taking notes, staying organized, homework, and so on? She’s currently struggling in several of these (and other) areas. Thanks in advance!”

Many students with High-Functioning Autism (HFA) and Asperger’s do indeed struggle in those areas you listed. Let’s look briefly at each in turn:

Reading—

The amount of reading the student on the autism spectrum is expected to complete should be evaluated by the teacher. These “special needs” children (who sometimes read slowly and can’t discern relevant from irrelevant information) spend a lot of time concentrating on facts that will not be tested and are considered unimportant.

Highlighted texts and study guides help them maximize their reading time. Educators also should consider identifying the information the student is responsible to learn for an upcoming assignment or test.

Handwriting—

Handwriting is a concern for many kids on the spectrum. Thus, educators should offer them several ways to demonstrate mastery, including (a) giving verbal responses instead of written essays, (b) using the computer instead of a pen or pencil, (c) completing a multiple-choice rather than a short-answer test, and (d) creating a project rather than writing a report.

Note-taking—

Many children with HFA and Asperger’s have difficulty taking notes in class. Often, motor-skills deficits prevent them from getting important content onto paper. In addition, some have difficulty listening and writing at the same time (they can do both, but often not at the same time).

Depending on the amount of assistance they need, the teacher can provide (a) a complete outline including the main idea and supporting details, (b) a skeletal outline that they can use to fill in details, (c) a peer-constructed outline, and (d) the opportunity to use outlining software.

Graphic Organizers—

Graphic organizers highlight important concepts and display the relationship between them. They provide abstract or implicit information in a concrete manner. Graphic organizers can be used before, during, or after these students read a selection – either as an advanced organizer or as a measure of concept attainment.

Three commonly used graphic organizers are semantic maps, analogy graphic organizers, and timelines.
  • Semantic maps: The focal point of the semantic map is the key word or concept enclosed in a geometric figure (e.g., circle or square) or in a pictorial representation of the word or concept. Lines or arrows connect this central shape to other shapes. Words or information related to the central concept are written on the connecting lines or in the other shapes. As the map expands, the words become more specific and detailed. In addition, semantic maps can use pictures for the key words or concepts.
  • Analogy graphic organizers: These contain two concepts and their attributes. The teacher and student define how the two concepts are alike and how they differ, then draw a conclusion. Often the teacher has to assist the youngster in identifying attributes by presenting choices, either written or pictorial, from which the he or she can select. This task can be completed individually, in small groups, or with an entire class.
  • Timelines: These provide benchmarks for completing tasks and thereby aid the student in budgeting his or her time. Timelines consist of a list of steps needed to complete the task with concomitant due dates. This visual representation enables the student and teacher to monitor progress toward project completion. Ideally, educators enlist the aid of parents in developing and monitoring timelines to ensure the student follows through at home.

Homework—

Educators and parents should work together to determine whether or not homework should be assigned, and if so, how much. Because students with HFA and Asperger’s need structure, it is often best for educators to assign tasks that the student can complete in the structured school environment.

If homework is assigned, an assignment notebook and a parent-teacher communication system will help parents monitor their youngster's homework. In some cases, the parent may have to model the task for his or her child. Therefore, educators should ensure that the parent understands the youngster's homework.

To facilitate home-school communication, schools can establish a "homework line" that both the parent and child can call to hear an overview of assigned work. This system is ideal for students on the autism spectrum.


More resources for parents (and teachers):
By

Going To Bat For Your Autistic Child: Getting The School To Take You Seriously

Your High-Functioning Autistic (HFA) child continues to protest that his teachers are being unfair. He also reports being bullied almost on a weekly basis. And to make matter worse, he's making poor grades and often complains that he doesn't understand his homework. Finally, a red flag pops into your head. You feel angry and start to wonder what in the heck the school is doing to your child. What's next? Go to the teacher and make a scene, thus burning a bridge with school staff ...or become an "effective" advocate for your child?


Moms and dads of children with Asperger’s (AS) and HFA must learn to effectively navigate the abundance of public misinformation and prejudice that surrounds autism spectrum disorders –  and go to bat for their “special needs” children. In a nutshell, this means they must learn to be advocates.

Advocating for your HFA youngster is one of your most important jobs as a parent. It is your sacred duty to protect your child from harm, humiliation, and an unsupportive educational environment. You simply can’t stand by and watch your son or daughter suffer. It can feel overwhelming and intimidating to get into the “advocating business,” but when you remember that YOU know your youngster and his or her needs better than anyone else, it gets easier to fight the good fight.

Here are 21 crucial tips for the parent-advocate:

1. When you meet with school officials to discuss changes that you would like to see (e.g., more tolerance from teachers regarding your child’s need to have time-outs in a resource room in order to avoid meltdown), always have evidence and data to support your suggestions.

2. Become like a reporter whenever you are trying to effect school policy changes. Ask questions like, "who, what, where, when, why and when" and then listen carefully to the answers you receive. Research relevant questions, and then document responses instead of simply relying on your memory. Learn how to best ask questions, and don't come across as hostile or defensive to get the best open and honest replies from school staff.

3. An adversarial relationship between a parent and teacher is typically never in the best interest of your youngster. It's sometimes easy to fall in the trap of blaming school staff – or even pointing the finger at bureaucracy – for disappointments or a particular issue. However, blame doesn't typically result in anything more than bad feelings and an ill-willed outcome. Instead of blaming teachers or other school staff, try the opposite approach: keep calm, know the facts, and advocate about meeting your kid's unique needs.

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

4. Don’t be a problem-maker. Working together to solve problems with your youngster's teachers typically nets better results than becoming a problem-maker. Propose solutions or create a possible plan that works best for your child, the teacher, and you. Be open-minded and hear proposed solutions from the educational side as well.

5. Be an active, contributing member of the school community. Volunteer for committees and assist with school functions and events.

6. Be prepared for contradictions and objections when discussing important issues with staff. Think of issues or concerns that school staff might raise and prepare effective responses.

7. Be viewed by your youngster’s teachers and other school staff as a parent who wants to help initiate positive change for ALL students, not just your child.

8. Be willing to be agreeable – even if you don't agree! Say, "I can see your point, but if we make a few compromises and adjustments, we can make this work."

9. Become a "pseudo-lawyer" in special education law. Moms and dads of special education children don't truly need to become lawyers; however, it is good to become extremely knowledgeable about special education law. Learn the details behind the federal law that effectively created special education (now known as the Individuals with Disabilities Education Act).

10. Become a master planner. Moms and dads typically have goals for their children, and families of special needs children in particular should establish goals along with a strategy to obtain them.




11. Deal with conflict effectively. Recognize that, in the overwhelming majority of conflicts, no party is all wrong or all right. Try to see all sides of an issue. Walk in the teacher's shoes. Parent-teacher conflicts tend to eventually negatively impact the youngster.

12. Give compliments and praise willingly and often when working with school staff.

13. If you feel as though school staff is not listening or willing to help you, ask them to consider your recommendations and agree to continue the discussion at a later time. If you insist on an "immediate answer," they may feel intimidated or defensive. If this happens, you’ve just made your job as an advocate much harder.

14. Learn all you can about your youngster's special needs. Information is power, and moms and dads need to start with the facts about their youngster's special needs. Try and keep emotion out of it. Have fact-based knowledge from your youngster's doctor, therapist, special education experts, and anyone else who can provide information.

15. Provide school officials with suggestions and solutions that are pragmatic and workable. Consider their time and energy constraints. Don’t expect to move mountains (at least not initially anyway).

16. Don't assume that your youngster’s teachers don't want to meet his or her unique needs. Most do! However, a wide range of need combined with limited resources often create the potential for conflict between what reasonably can be provided versus moms and dads wanting what they believe is "best" for their HFA children. Parents should do everything possible to establish a positive, partnership-based approach and team together with staff.

17. Show school staff the benefits of your ideas. When possible, demonstrate how your son or daughter, the school – and the teacher herself – will benefit. Think win-win!


18. Moms and dads not only have the responsibility of planning their youngster's education and requirements today – they are also faced with the difficult task of thinking long-term. In other words, parents must be active futurists in setting up their youngster's successful academic achievement down the road.

19. Understand that the school’s Principal is a key player. You must have the loyalty, support, faith, and cooperation of the principal in order to advocate effectively.

20. Remind school staff that:
  • Each youngster is an individual and must be viewed as such. There is no one, solitary program or approach that works effectively with ALL children – even if they have the same diagnosis. If your youngster can't learn the way teachers instruct, then teachers need to instruct the way your youngster learns.
  • Effective Special Education services do not exist in a vacuum. Neither do they exist detached from the general program. They must be an integral and important part of the school-wide culture.
  • Special Education is not a place or a program. Rather, it is a flexible set of services and supports.
  • Under legislative guidelines, the “special needs” child is entitled to services. Staff is not "doing you a favor" by creating and implementing responsive programs. They are just doing their job.

21. Remember that: 
  • Change generally occurs from the top down.
  • Change is a process, not an event.
  • Change requires intense preparation.
  • Change will be effective only if accompanied by support.
  • In order for schools to change, individuals must change.
  • Mandates do not make effective “change” happen. Only a sound, supportive process makes effective “change” happen.



 

COMMENTS:

•    Anonymous said... Been there started early for us in Kindergarten and it was really sad what an impact the teacher and students had on my daughter. She was very good and an over achiever until the bullying and hitting started. They she didnt eant to work anymore and just wanted friends even though she was punched, kicked and threatened. She even left the school premises, they couldnt find her and told me if I cried or made a scene they wouldnt appreciate it because nobody needed to know. took 20 mins to find her. Worst 20 mins of my life!! So much has happened in one school year. When my husband and I finally decided to have a conference with the principal, I was told that the teacher confessed to the principal on the things she has done and said but never apologized to our child or to us!!! Ive never seen my child so miserable. We were even told that it doesnt matter if she has a diagnosis, stomach problems or a 504, it was up to the teacher to accomodate if she "wanted" to. This is the result of us advocating for our child in a public school. Zero.Thats when we decided to finish the year and not enroll her for next year. No one in our county has programs, time or patience so we decided to virtual school her at home. Best decision EVER!!! I will teach my child wher she is loved, understood and can be herself 2 years so far and going GREAT. I wish many parents out there had this option for their kids good luck to all!
•    Anonymous said... Dealing with this with my 8 year old son. As a former teacher, I have been both sides. We go to a school with tons of funding, staff, and are applying tons of resources for him. I am always telling them if they would throw in competition and structure my son would excel. Behavior class and aides don't motivate him. However, schools have feminized, making it difficult any competative student to excel. As I head into his IEP, I am going ask what competitive motivators they have. When a child is off task and wondering the class, I blame the staff. Moving the goal post with chances because special Ed doesn't help. I know they are trying, but hard when you know what your son needs, and you want to go in the classroom to implement it yourself.
•    Anonymous said... I also needed this info. Getting ready to go back for a reevaluation of my sons 504. Each year brings anxiety and intimidation. These are very good notes.
•    Anonymous said... Sooo sounds like my son... only it is daily for us.. not weekly
•    Anonymous said... This article has been very helpful because we now have been dealing with a few teachers that my son is having issues with and this teacher are special education teachers. I feel that if a parent does nothing, nothing will ever get done. So I encourage parents no matter what disabilty your son/daughter has be their advocate at all times.
•    Anonymous said... This came out on a day I needed it. My son has one teacher who we are having difficulty with who I have talked to many times regarding what he needs and we are still having problems. She feels all the kids need to be independent to get their work done. His other teachers have been working with us so it is so frustrating. I will keep the suggestions in mind today when I call to talk to her. Thanks!
•    Anonymous said... Wow, this is the story of our life. 
*   Anonymous said... Mark, I am having so many troubles with his school. I hope this helps me. You have helped me so much already. I feel as if I am crazy at times between the doctors and school. My son is one of four and marches to the beat of a different drum. He is 13 now and yes I am his only advocate. Some days are easier then others. Thank you so much for all you do. You have been a blessing in my life.

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By

Asperger’s and High-Functioning Autism: Fact Sheet for Teachers


To all parents of kids with Asperger’s and High Functioning Autism:

Below is a fact sheet that you can email (or hand-deliver a hardcopy) to your child’s teacher(s). This fact sheet provides a short description of AS and HFA – and associated behaviors. Since all kids on the autism spectrum are different, parents should only use those items that directly apply to their youngster, making changes and additions as necessary. 

Copy and paste sections of the fact sheet – whatever you need to do to make it fit your child’s particular situation. It’s recommended that you only pick a few relevant items from the appropriate categories, rather than bombarding your child’s teacher(s) with the entire list.

Fact sheet for teachers with students on the autism spectrum:


Hello, I am _____'s parent. My youngster has been diagnosed with Asperger's (AS) – also called High Functioning Autism (HFA) – which is a neurobiological disorder on the autistic spectrum. Kids with AS and HFA often have difficulty using and understanding nonverbal cues and developing appropriate peer relationships. While they often have special interests and skills in certain areas, they also have difficulty with organization. AS and HFA kids often appear to lack empathy, have difficulty with sensory issues, and strongly rely on routine.

My youngster has many strengths. However, listed below are some issues that may become apparent to you as you work with him/her. Many of the behaviors you will see are not under his/her control, and they are not a result of malice or willful misbehavior. At times, my youngster simply does not innately know how to respond appropriately. I’m sure you will learn other techniques that will be helpful, and I would appreciate your sharing those with me. Please call me at any time if you have questions. I can be reached at: __________

General Behaviors:
  • AS/HFA is characterized by a sort of "Swiss cheese" type of development (i.e., some things are learned age-appropriately, while other things may lag behind or be absent). In addition, these kids may have skills years ahead of normal development (e.g., the youngster may understand complex mathematics principles, but not be able to remember to bring their homework home).
  • At times, my youngster may experience “meltdowns.” At times like this, please allow a "safe and quiet location" where he/she will be allowed to "cool off." Try to take note of what occurred before the meltdown (e.g., an unexpected change in routine). Also, it's best to talk with him/her "after" the situation has calmed down.
  • Please foster a classroom atmosphere that supports the acceptance of differences and diversity.
  • Please remember that just because my youngster learns something in one situation, this doesn't automatically mean that he/she remembers or is able to generalize the learning to new situations.
  • Please note my child’s strengths often and visually. This will give him/her the courage to keep moving forward.
  • My youngster may have vocal outbursts. Be prepared for them, especially when he/she is having a difficult time. Also, please let the other kids know that this is his/her way of dealing with stress or fear.
  • My youngster may need help with problem-solving situations. Please be willing to take the time to help with this.
  • My youngster reacts well to positive and patient styles of teaching.
  • When dividing-up assignments, please assign teams rather than have the other kids "choose” members, because this increases the chances that my youngster will be left out or teased.
  • When it reaches a point that things in the classroom are going well, it means that we've gotten it right. It doesn't mean that my youngster is “cured” …never had a problem to begin with …or that it's time to remove support. Increase demands gradually.
  • When you see anger or other outbursts, my youngster is not being deliberately difficult. Instead, this is a "fight or flight" response. Think of this as an "electrical circuit overload." Prevention can sometimes head-off these situations if you see the warning signs coming.

Perseverations:
  • My youngster may repeat the same thing over and over again, and you may find this increases as stress increases. Please try to avoid answering the same thing over and over or raising your voice or pointing out that the question is being repeated. Instead, try to redirect my youngster's attention or find an alternative way so he/she can save face. Allowing my youngster to write down the question or thought, and providing a response in writing, may be very helpful at times.

Transitions:
  • Giving one or two warnings before a change of activity or schedule may be helpful.
  • My youngster may have a great deal of difficulty with transitions. Having a picture or word schedule may be useful.
  • Please try to give as much advance notice as possible if there is going to be a change or disruption in the schedule.

Sensory Motor Skills/Auditory Processing:
  • Breaking directions down into simple steps can be quite helpful.
  • Directions are more easily understood if they are repeated clearly, simply, and in a variety of ways.
  • My youngster has difficulty understanding a string of directions or too many words at one time.
  • My youngster may act in a very clumsy way sometimes.
  • He/she may react very strongly to certain tastes, textures, smells and sounds.
  • Speaking slower and in smaller phrases can help.
  • Using picture cures or directions may also help.

Stimuli:
  • Please consider allowing my child to "move about" occasionally since sitting still for long periods of time can be very difficult for him/her. Even a 3-minute walk down the hallway and back (with a friend or aide) can help a lot.
  • My child may get over-stimulated by loud noises, lights, strong tastes or textures, because of the heightened sensitivity to these things.
  • Unstructured times (e.g., lunch, break, PE) may prove to be the most difficult for my child. Please try to help provide some guidance during these more difficult times.
  • With lots of other children around, chaos and noise, it would be helpful if you would try to help my child find a quiet refuge to which he/she can go for a time-out.

Visual Cues:
  • Hand signals may be useful, especially to reinforce certain messages (e.g., "wait your turn" … “stop talking out of turn” … "speak more slowly or softly").
  • Most AS and HFA kids learn best with visual aids (e.g., picture schedules, written directions or drawings).

Interruptions:
  • When someone tries to help by finishing my child’s sentences or interrupting, he/she often has to go back and start over to get the train of thought back.
  • At times, it may take more than few seconds for my youngster to respond to questions. My youngster needs to stop what he's/she’s thinking, put that somewhere, formulate an answer, and then respond. Please wait patiently for the answer, and encourage others to do the same. Otherwise, he/she will have to start over again.

Eye Contact:
  • Unlike most of us, forcing eye contact may break my child’s concentration.
  • He/she may actually hear and understand you better if not forced to look directly at your eyes.
  • At times, it looks as if my youngster is not listening to you when he/she really is. Don't assume that, because my youngster is not looking at you, that he/she is not hearing you.

Social Skills and Friendships:
  • Children with AS and HFA are often at greater risk for becoming victims of bullying by peers. This is influenced by a couple of factors: (1) AS and HFA children want to be included and/or liked so badly that they are reluctant to "tell" on the bully, fearing rejection from the perpetrator or other children; (2) there is a great likelihood that the response that the bully gets from the AS or HFA youngster reinforces this kind of behavior.
  • Young people with AS and HFA often want to make friends, but don’t have a clue as to how to go about it.
  • Identifying 1 or 2 empathetic children who can serve as "helpers" will help my youngster feel as though the world is a friendlier place.
  • Talking with the other students in the class about AS and HFA may help – if done in a positive way (e.g., talking about the fact that many of us have challenges, and that the AS/HFA youngster’s challenge is that he/she can’t read social situations very well, just as others may need glasses or hearing aids).

Routine:
  • Please let my child know, if possible, when there will be a substitute teacher or a field trip occurring during regular school hours.
  • Please let my youngster know of any anticipated changes as soon as you know about them, using picture or word schedules.

Language:
  • Sarcasm and humor are often not understood by my youngster. Even explanations of what is meant may not clarify, because the perspectives of AS and HFA kids can be unique and, at times, immovable.
  • Although my child’s vocabulary and use of language may seem high, he/she may not know the meaning of what he/she is saying, even though the words sound correct.

Organizational Skills:
  • If necessary, please allow my child to copy the notes of other peers. Many AS and HFA kids have difficulty multi-tasking (e.g., listening to the teacher while reading the board and taking notes).
  • It may be helpful to develop schedules (picture or written) for my child.
  • My youngster lacks the ability of remember a lot of information – and how to retrieve that information for its use.
  • Please post schedules and homework assignments on the board and make a copy for my child. 
  • Please make sure that assignments get put into my child’s backpack, because he/she can't always be counted on to get everything home without some help.

Note: At times, some of my youngster's behaviors may irritate his/her peers – and you! Please know that this is normal and expected. Try not to let the difficult days color the fact that you are a wonderful teacher with a challenging situation. Nothing works all of the time, and some things may not work at all. Always feel free to share with me whatever you would like. I have heard it all before. It will not shock me or make me think less of you. Communication is the key, and by working together as a team, we can provide the best for my youngster.

Thank you very much,

_______________ (parent’s name)







More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

 ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

 ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

 ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

 ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book
==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism


COMMENTS:

•    Anonymous said… Awesome!
•    Anonymous said… Great! Need to bookmark it.
•    Anonymous said… I have been so worried about my son going to middle school. Thank you thank you thank you!!!
•    Anonymous said… I really like this Fact sheet for teachers, however I'm wondering since my son has not been officially tested and/diagnosed for either, would a teacher be reluctant to acknowledge something like this if I took it to her, or would she turn it away because he hasn't been medically diagnosed as such... Either way, He meets almost every one of these facts for the teacher to think about when it comes to him. I believe there is a new Headstart teacher at his school this year that he may possibly be placed with and she has a child herself with Autism... Maybe that extra experience with it will help?
•    Anonymous said… love it! check this out! and join this group if you aren't already following.
•    Anonymous said… SO enjoyed this article.
•    Anonymous said… Thank you for this guide sheet!!!!
•    Anonymous said… Thank you Thank you Thank you...I so needed this!!!!
•    Anonymous said… Thank you! This is very helpful!
•    Anonymous said… Thanks for posting this! Great stuff on here! I already reach out to my son's teachers and provide them with a copy of "A teachers guide to Asperger's syndrome". It's an excellent guide that covers many aspects of the syndrome and how to best assist them.
•    Anonymous said… Thanks!
•    Anonymous said… there's some wonderful pointers in here...
•    Anonymous said… This is an awesome general list to get a teacher started!
•    Anonymous said… This is an excellent fact sheet to help with the teacher getting to know my son. Thank you!
•    Anonymous said… This is awesome! Thank you!
•    Anonymous said… this is excellent!!
•    Anonymous said… Totally just used it. Emailed it off to his teacher as it applied to my boy almost perfectly! Thank you!
•    Anonymous said… Very valuable tool!
•    Anonymous said… Wish I had this before my son started junior school... I ended up moving him to a new school and he is very happy now.  
*   Anonymous said... I can’t tell you HOW MUCH I appreciate this.  Our son (age 10) has AS and we had a very painful 4th grade experience and unnecessary difficult teacher; even through developing his IEP.  We are excited about a new fresh school year and I’m very appreciative to be able to use your provided letter and personalize it to our son and share it with his new teachers. 
*   Anonymous said... Many of these suggestions are quick and easy, and can reduce or prevent classroom disruption. My daughter has caused a lot of disruption in the past, and I am glad that this seems to be a great list of strategies that the teacher could use if he or she sees fit to do so. If you have ever gotten a call from a teacher who doesn't know what to do with your child then you begin to understand how this can help.
•    Anonymous said… This is the best, concise Fact Sheet I have found. I used it last year, and plan to this year. Thank you so much for making this available. It can help with anyone in authority that helps with your child. IE, coaches, Pastors, Other Parents, etc. Thanks.
•    Anonymous …Hi I am so thankful to the creator of this blog....this letter will be helpful to my sons new school teachers. I have adopted my son {at age 3 1/2} I believe he has High Functioning Autism {hoever his Dr. refuse to give him this diagnosis even though all the symptoms are ther per the materials I have researched} He is now 11 soon to be 12 and the Dr. has given him the diagnosis of ADD and Sensory disorder but it's more than that and for years my Mother has said he acts Autistic as have I. He will be ttending a new school as a 6th grader and I was so worried with how to inform his teachers about his behaviors and tics...but this letter has made me feel so relieved in getting the issues accross to the teachers. He struggled so hard in 5th grade and was so overwhelmed and frustrated that I became overwhelmed and frustrated. Looking forward to a great school year this year.
•    Anonymous …Thank you so much for providing this fact sheet. I'm going to use for all caregivers involved with my son. This will make it easier for all involved especially my son! God bless you! 
 
Please post your comment below…
By

Children with Autism Spectrum Disorder and Coping with "Transitions" at School

"According to the teacher, my child with Autism [level 1] tends to have a difficult time moving from one activity to the next (for example, from writing skills to Math problems to recreation time). Do you have any suggestions as to how his teacher can make these transitions less stressful for him?"

Transitions are very difficult for children with ASD. It is an interruption to their day and a change in their schedule. In order to minimize difficulty in transition, try to keep their schedule as routine as possible (e.g., doing 'writing' exercises first, solving 'Math' problems second, and 'reading' third ...in this order every time). And always let you son know ahead of time that a transition in routine is coming.

Using sensory integration techniques can be very helpful for some autistic children. It is best to have an occupational therapist work with you to first determine if your child is hyper-sensitive or hypo-sensitive. For example, does he crave movement and the feeling of different textures and stimulation, or does he avoid movement and textures.

Here is a summary of a case study:

A young student with ASD level 1 had a great deal of difficulty with the transition from home to school, and with transitions that occurred in his school day. The school created a sensory room that was just his. He craved movement, running and jumping on furniture, loved to feel smooth surfaces, and loved strong odors (in other words, he was hypo-sensitive). 
 
In his sensory room, there was a large hammock for him to lie in that would hold him tight and swing. The ceiling was lined with colored lights. There were boxes with potpourri for him to smell.

He would spend 10 minutes in this room at the beginning of his school day, 10 minutes before lunch, and 10 minutes before returning home. While he was in the room, he was encouraged to take in as much sensory information as he could. 
 
Once he left the room, he was calm and ready to learn. Prior to the intervention of the sensory room, the school was ready to expel him. With the sensory room in place, he became much more compliant, calm, and willing to work with teachers and peers.

This won’t work for every child, but demonstrates how some creative thinking can benefit even the most challenging behaviors. The important thing is to remember what works for your child, and incorporate that into his daily routine. 
 
The scenario above is just one of dozens of examples of accommodations that schools can make if they are willing to put forth a little extra effort.



PARENTS' COMMENTS:
• Anonymous said... a first then card on his desk with Velcro pictures, first is the current task and then is the task they are switching to - not just subjects but include snack, lunch, packing up back pack, etc on pictures, as the current one is finished more the then to first and put the new then on. Does not have to think about the whole day, just what is happening now and what will happen next - then reminders from teacher about how long until next task is great, so something along the lines of 5 more min of math then we will be doing literacy, then again at 2 minutes if 2 reminders not enough, then maybe 3
 • Anonymous said... A part of my daughters IEP is to give warning to finish her thought or assignment to them move to the next and it works most of the time.
 • Anonymous said... A visual timetable and an egg-timer or app with a timer can help.
 • Anonymous said... Could she set a timer for him? These kinds of guidelines for how much longer he has on one activity, before moving to the next has helped my son.
 • Anonymous said... Could they not give him a pictorial timetable so he knows what is happening and what comes next? It's something we used as a matter of course working with children with ASD and something I've used at home with my own son who has Aspies. 
 If not then can they not just give him a warning? So "in 5 minutes we are going to stop doing x and we will start y" ?
 • Anonymous said... Does he have an IEP? Maybe a Para to help him???
 • Anonymous said... Does she give him transistion cues? Does she say "in 5 minutes we will be doing _____" or something to that effect? That would probably go a long way. I know with my daughter (who remains undiagnosed since they changed testing, at least where we live) does much better when given cues
 • Anonymous said... Following. My son also struggles with this.
 • Anonymous said... How about a schedule of Today's Events on the board...depending on his age, he'll be able to look at it during the day and know what's coming next...Lord help the teacher though, if she gets spontaneous and changes things up! Also, a reminder from the teacher that, 'in 5 minutes is recess' could help to give a warning that another activity is coming soon... Hope this helps...it did for us! xxx
 • Anonymous said... I had a visual schedule when they were younger with transition cues. I still have to give my kiddos plenty of transition cues. I start around 10 min, 5 min, 1 min, and then transition.
 • Anonymous said... I Home School my son and it took care of all the problems with school.
 • Anonymous said... In addition to what everyone else said, I got a copy of the daily and weekly schedule and made cards for my son. We sat down the night before and went through what he would have and in what order the next day. After a few weeks, he was comfortable and confident in the schedule and didn't need the cards, though we did pull them out for things like field trips. Now he doesn't use them at all - hasn't all year.
 • Anonymous said... Mine relies on the visual timetable (do NOT forget to have it right!), timers and his amazingly fab teacher has given him his own clipboard that has pictures plus "tick boxes" that he carries around. He loves being given "jobs" to do as well so if the activity is coming to an end they say 5 minutes AND p could you do the checks to see if everyone's ready for ________.
 • Anonymous said... Most teachers are pre deciding that aspergers isn't something that needs special treatment. They are being allowed to shun our kids, they do it with ADHD too. Now the DSM-V is making it worse. They think because aspergers is a social delay and kids can talk, they are typical. If they only knew. Makes me angry.
 • Anonymous said... My oldest has ADHD and Aspergers ... for him over the years (going into 4th grade next school year) he likes to be told ahead a very detailed schedule of his school day or class... what is going to done first, middle, last. He also gets one on one pull out for writing and reading though he has an IEP for ADHD. You could get a 504 plan since Asperger's is back in the DSM Autism spectrum definition again....
 • Anonymous said... My son had his schedule taped to his desk. The teacher would also announce the upcoming change in 3-5 minutes "class we're going to start on xyz in 3". He also had a timer on his desk for the rough days so he could see how much time he had. We even use the timer method for homework.
 • Anonymous said... My son has 5min down time between subjects. This seems to be effective and he transitions better. The problem we have is focusing long enough to do the work.
 • Anonymous said... my son has an aide, and is starting psychological visits this weekend for behavior issues, and focus/changing routine.
 • Anonymous said... My son is at an autism specific school, they have visual schedules and get reminders about when these changes will occur. Much like everyone has mentioned, I have no new suggestions but I can say that this is exactly how the specialist teachers deal with it.
 • Anonymous said... My son school has a set routine for each sessions ie 1st session is English 2nd is writing then break then maths and history then break the afternoon session does change but our teacher ensures my son knows what is happening after break so he is aware. It is the same every day this has helped my son good luck.
 • Anonymous said... My son struggles with this at school everyday. He has a visual timetable broken down for the whole school day. He also has a 5 minute reminder before an activity is about to end. Then a 2 minute one. His favourite subject is maths and hates writing. So getting him to stop maths is tricky but his 1-1 deals with it very well. Lots of reminders and visual aids are great.
 • Anonymous said... My son's teacher tapes a graphic organizer on his desk every day. It allows him to see what's going on for the day and helps with the transition from one activity to the next.
 • Anonymous said... Preparation is definitely key - use a timetable and give warnings or count down to changes, my son is 14 and I still do this now x
 • Anonymous said... Schools, summer camps... they all give my son a notice that they will be moving to another activity or room in a few minutes. Very accommodating to do this for us and him.
 • Anonymous said... She needs to get education on Aspergers first of all. Is she aware of his dx? She needs to do her homework on his needs. Does he have a 504 or iep. They need to be followed. It's up to the school to tweek their style to accommodate him and his needs. Schools are lacking badly in this area. He needs prompting, a written schedule with time coordinates reflecting when each subject starts. She can have a time timer to indicate how long between subjects, and the five minute warning, that's helpful for all kids, not just aspies. Shame on her for being uneducated, assuming she knows his dx. They put this on us to do their work, its better to homeschool, why bother with them. Smh. Sorry, this is a sore subject with me obviously. I'm not asking them to build their day around him, just be aware and make him feel like he's a part of the class, by simple, subtle accommodations.
 • Anonymous said... Sounds like if the parents don't do the leg work, our kids are all struggling. Something is wrong here. And Michelle, yes, that does solve all the school issues, but, why doesn't your son deserve to be with the other children in the school setting because they are too lazy to help him. Schools need to step up and make the necessary accommodations to support our children's learning. They wouldn't get away with it for any other dx in the world. Not one! Our kids are being, " left behind!" Unacceptable!
 • Anonymous said... Teacher needs to start giving advanced warnings about changes. Maybe at 10 , 5, 2, and 1 minute before hand. This way it's less of a shocker at change time.
 • Anonymous said... Teachers need to be better educated in this disability and how to accommodate your child. As parents we have to be diligent and observant on what is hapenning with them and clue teachers on what works. This school year is about over, but I recommend that when the new year begins you speak and email each teacher about your child's disability. I found a great resource online. The PDF package its called " A teacher's guide to Asperger's syndrome". It helps me tremendously to communicate and educate the teachers. You will have to be in constant contact to ensure your child us getting the accommodations he needs as school. Lots of good advice here. Good luck and hope for a better school year.
 • Anonymous said... There is a timer available with three programable lights on it. Makes a nice visual heads up.
 • Anonymous said... These are all great suggestions Visual reminders are great for our son who also has aspergers. So are the count down to switching actitivies 
 • Anonymous said... Use a visual timetable, he can see what is coming next and tick off what has already been done, it breaks the day up into manageable 'bite size' chunks
 • Anonymous said... Visual schedules at school and great for home too!
 • Anonymous said... Warnings a must - Visual if at all possible. Substitutions should be announced at the start of the day, not sprung on the kids at the start of the lesson. Visual progression of the day helps too on the door or desk. Pictures to demonstrate the sequence of event are far more useful to the ASS child than times
 • Anonymous said... you are so right, because you can't see the disability, it's not there. With regard to transition, a 5 minute warning, either verbally or visually has helped my son.

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Educating Others About Your Child's "Odd" Behavior

"My 8 year old son is going to begin testing in a few weeks. I'm not sure if he has high functioning autism or not, but he sure has many of the behaviors and tendencies. He does have sensory issues and severe anxiety. My question is about the constant judgment and ignorance of other parents and teachers. I do have plenty of supportive friends, but recently I've had some intense altercations with my son's teacher (saying he's only "oppositional" with me, he's fine at school and this is "something I need to work out in therapy"). Her comment was so ignorant - she knew nothing about his level of anxiety, his sensory issues or how he melts at the end of each day after just trying to hold it together. I also had another mom leave our playdate the other day because of inappropriate behavior (slamming a door b/c of frustration). She couldn't believe I let that happen. Ugh!! My parents and even husband have called me a pushover and too "soft" with my son. I feel like ALL of the blame is put on me!! I look forward to getting some answers through testing so I can educate others about the extreme difficulty and unpredictable nature of parenting a child with these challenges. It has been a very lonely and deflating parenting experience. Does anyone else have this experience or advice? Thank You!"


You are not alone. This is a very common dilemma for parents of kids on the autism spectrum. Here are some concrete tips to help others understand High-Functioning Autism (HFA) and Asperger's:
 
  • Ask others how they would feel if they were stuck in a foreign country where they could not make anybody understand what they wanted. Point out that this is how your youngster feels.
  • Describe the kinds of social interactions HFA kids have problems with (e.g., it is difficult for them to understand how to connect effectively with their peer group). It's not because of behavioral problems – it is how their brain works.
  • Educate people about the level of functioning these "special needs" kids can have. Tell them about different skills they find challenging (e.g., making eye contact, accepting change, showing appropriate emotions, etc.).
  • Explain that HFA is a form of autism and that it is on a “spectrum” (i.e., there are different levels of severity). Not all sufferers act like the "Rain Man."
  • Explain that your youngster's inappropriate behavior comes from misunderstanding, not contrariness.
  • Explain to others that the disorder is, in some instances, a part of your child’s personality and not simply just a physical disability.
  • Many people make the mistake of associating HFA with a sickness or a disease. Remind them that it is neither and that it is just something your child has to contend with having.
  • Soothe other people's discomfort about repetitive or strange actions by telling them that it has to do with how your child’s brain processes information. Assure them that your child can't help this behavior.
  • Educate people about the nature of the disorder. It's neurological, not psychological or behavioral. It has an organic origin.




  
Resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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What other parents have to say about this issue:

•    Anonymous said…  I'm going to play devils advocate here, teachers are over worked with way too many students. I've worked in a school and with special needs and see how passionate the teachers are. Even if your child is main stream the teachers (most) do their best with the resources at their disposal and with the professional development offered. Most go above and beyond, and there are other children that need to learn also sorry to say but your child can't be their only priority.
•    Anonymous said… I have issues with my sons school too. Teachers are terrible ignorant and arrogant bullies. Ive called the minster of education in twice within the 2yrs hes attended. His anxiety of going to school is extreme now because of what the teachers have done to him.
•    Anonymous said… I have the issues with my daughters school x
•    Anonymous said… Most of my son's teachers have been great, but this year is not going very well. His teacher sent a very judgmental email yesterday and he reported she humiliated him in front of his classmates after sending the email. It is heartbreaking and brings out the mama bear in me.
•    Anonymous said… My child was always a hand full and difficult. With 20 to 25 other children to deal with on a daily basis the teacher doesn't have time to give the child individual time. If the child is a challenge at home, one can only image school. There is going to be some tension. That is reality. I'm thankful my teenager did not give his teacher a mental breakdown. Some child are a real challenge and some are not. Challenge at home and challenge at school.... I'm not going to trash the teacher. Teachers need to educate themselves on behaviour patterns, triggers, meltdowns, repetitive behaviors, and sensory. There are tools to help teachers have a much better day. Some teachers feel like it is not their job to go the extra mile. This is sad but true.
•    Anonymous said… My daughter is the same way thankfully her school is working with me and accommodating all of her needs. For those who are having school issues. Has your child been diagnosed!
•    Anonymous said… My son does have a diagnosis and most of his teachers have been eager to learn and work as a team to provide for his needs. This year he has a teacher who is nearing retirement and is very judgmental and ignorant. She believes his executive functioning deficit does not exist and he is merely lazy. Yesterday she sent an email, berating him and us, to his team of teachers and aides. We live in a very rural area and education is lacking on ASD, ADHD, and many learning disorders. Each year I enter the school armed to teach the teacher about his many diagnosis. Some years it is well received, other years I am talking to the wall. It sounds like your school is very supportive and that is awesome!
•    Anonymous said… We have my son in a very small private school. There are 6 in his class and he is doing very well so far. I agree with what some of the others have said... 20-25 kids in a class is overwhelming to the teacher as well as any student, but especially an Asperger's student.
•    Anonymous said… Well that is very unfortunate that she is that way. Maybe go to the school board or request a new teacher? Sorry just trying to give you ideas. Sounds like you are doing everything you can and that is awesome. Some people just don't get it. And no matter how much info you give or educate them they are just ignorant on the subject. I will pray for you and I hope things get better for you, my heart goes out to you!!
•    Anonymous said… Some parents do not want to have evaluations done because they would rather not have a diagnoses. However, as you point out,it would be comforting for you to have a diagnoses because then others will have to believe what you have been trying to tell them. Furthermore with a professional evaluation then it is much easier to have support and accommodations set up in school for your child.
•    Anonymous said... My son is five years old. The testing came back pdd-nos however his dr. says he has aspergers from my reading i do agree. I have been told for years that i spoil my son. I don't feel that i spoiled him i was just trying to avoid the meltdown. I told a friend about his diagnoses. She said but he has feelings. How do I explain to people who really have no clue without getting upset. Maybe I said something about it to soon because I am still having trouble with it.
•    Anonymous said... My 5 year old son has Asbergers. I noticed differences in him since he was very young. He practiced things forever over and over until he got it. He wakes up if you are not next to him. It takes hours to put him down. I am a single parent with no help from his father. He has a super high vocabulary and is very intelligent. He has been in daycare forever. I also put him in OT for sensory issues and into a social group. All have helped. His overly precise language drives me crazy. His tantrums are unbelievable and exhausting at times. I pick my battles with him. When he gets edgy and we have plans a few hours later, I push him tell he melts to avoid a melt down later. When his meltdown is beginning to come and we are in public I either leave or give in to avoid a melt down and when people give me a look in the store I say he is on the Autism Spectrum and walk away. No one knows what Asbergers is only Autism. I put him on sport teams that are fast paced. I found a coach with an Asbergers son. He will be on his team Forever. I talk to mothers who go through the same things as me. I educate those I can and IGNORE those I can't. I have chosen to let some friends go because I am tired of the judgments. Teaching Special Ed High School Kids I realize that his tantrums will become less frequent and long. I spend my time educating my family and my mom helps. It is tough, but you have to see your son's strengths build them and work on their weaknesses with Specialists. In fact I am beginning to take my son to a speech therapist for Communication Speech and to help him Generalize. Good luck

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More articles for parents of children and teens on the autism spectrum:
 
Social rejection has devastating effects in many areas of functioning. Because the ASD child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually.

Click here to read the full article…

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Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's or HFA child is totally out-of-control. When it ends, both you and your child are totally exhausted. But... don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force.

Click here for the full article...

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Although Aspergers [high-functioning autism] is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the spectrum are more difficult than they would be with an average teen. Complicated by defiant behavior, the teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs.

Click here to read the full article…

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Your older teenager or young “adult child” isn’t sure what to do, and he is asking you for money every few days. How do you cut the purse strings and teach him to be independent? Parents of teens with ASD face many problems that other parents do not. Time is running out for teaching their adolescent how to become an independent adult. As one mother put it, "There's so little time, yet so much left to do."

Click here to read the full article…

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Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring.

Click here to read the full article...

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Become an expert in helping your child cope with his or her “out-of-control” emotions, inability to make and keep friends, stress, anger, thinking errors, and resistance to change.

Click here for the full article...
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Aspergers Kids and Public School Problems

Question

Recently I have been in a battle with the Public School System. The main issue was my 8year old was being bullied beyond belief! They now think my son has Aspergers… I carried him to a Therapist and he said my son had been emotionally and physically abused by the school and has a couple of Aspergers Symptoms... Where to go from here?

Answer

Before the landmark Supreme Court case of Brown v. Board of Education in 1954, school districts frequently did not allow handicapped kids to enroll. Today legislation such as the Education for All Handicapped Kids Act of 1975, amended in 1990 in 2004 to become the Individuals with Disabilities Education Act, protects the right of handicapped kids to a free and appropriate education in the public schools.

The "spirit" of laws that apply to handicapped kids is that each youngster should be educated as an individual. This is a good thing for kids with Aspergers (high-functioning autism) in particular. They need individual treatment because they can range from highly gifted students who excel in academics to kids with a variety of learning disabilities and comorbidities like Oppositional Defiant Disorder. The majority are usually between the two extremes.

From birth to age three years, federal laws require that handicapped kids receive early intervention services. These may be speech and language therapy, nutritional counseling, vision and medical services, parental counseling and so forth. Usually a teacher comes to the youngster's home and works with her one-on-one, although some kids receive services in public school classrooms or clinical settings. However, kids with Aspergers often do not receive a diagnosis until after they enter school so they tend to miss Early Intervention programs.

Once a youngster enters school, moms and dads can require a free evaluation and assessment by a multidisciplinary team. If the team determines the youngster does not require special education, moms and dads have the right to appeal the decision and get another free evaluation. The most common problem is that Aspergers kids often appear too bright and verbal to need services. Their solitary lifestyle can mask their social deficiencies. For this reason, many moms and dads end up hiring lawyers to receive public school accommodations for their kids.

If the school determines that the youngster needs special education, moms and dads should find out what is available at that school and in that district. Services can be speech and language therapy, occupational and physical therapy, counseling, vocational education, and assistive technology like special computer software. Moms and dads have to consider if the youngster should be in a self-contained classroom or mainstreamed or in a combination of both. Moving the youngster to a different school or even school district with better facilities might be beneficial. Often it's a good idea to hire or have the school provide an expert in Aspergers to help staff and moms and dads decide what's best for the youngster.

A handicapped youngster can receive services under the Individuals with Disabilities Act (IDEA) or under Section 504 of the Rehabilitation Act of 1973. Section 504 is about getting access and removing barriers to education. For example, a youngster in a wheelchair may need a special door opener, but once she receives access to the classroom, she is treated like other students. Schools tend to encourage moms and dads to go for 504 accommodations rather than services under IDEA because it is less work for them. One of the few advantages in using 504 accommodations is that the youngster receives no "label." However, many more services become available under IDEA.

Under IDEA, moms and dads and school staff meet together at the beginning of the school year and come up with an "Individualized Education Plan (IEP)." The plan must be written, and include an assessment of the youngster's current strengths and weaknesses. The IEP must contain measurable goals for the year and list specific special education aids and services. Moms and dads and staff meet periodically to make sure the goals are attained. There should be an IEP case manager who checks the youngster's work every day and develops new strategies. Most IEPs for Aspergers kids have contingencies such as allowing extra time for work, giving out shorter or alternate work assignments, providing the youngster with copies of other students' notes, allowing the youngster to take tests over or have extra time for them, or allowing the youngster to take oral instead of written tests.

Some Aspergers kids need those special contingencies. However, for the majority, the most important need is getting help with social interactions and reciprocity. Aspergers kids can excel academically and fail in life because they do not have social skills. One author wrote of a "cycle" in which Aspergers kids earn advanced degrees but cannot land jobs because they do not interview well. Then they take a lower level job that requires hand-eye coordination, fail at that, go back and get another advanced degree and so the cycle goes on.

For this reason, many moms and dads opt out of the public system and find a private school that is designed for kids with Aspergers. Sometimes administrators at their public schools even recommend such a placement. In that case, the school district may pay for tuition at the private school. If a doctor recommends such a school, the tuition costs can be tax-deductible or covered by medical insurance. Many Aspergers kids benefit from even a year or so at a residential school that provides intense, twenty-four hour training in social skills.

Classroom Solutions—

Many kids with Aspergers are very bright, and may even excel academically in one or more subjects. However, they often need protection from other students who bully or take advantage of them. Aspergers kids do not know which students to avoid. For example, if an Aspergers child makes a friend, that "friend" may make him do assignments for him, break rules, take the blame and otherwise put the Aspergers child in jeopardy.

Aspergers kids usually do not understand the "hidden rules" of school but take all rules at face value. They may memorize the rule "Don't swear in middle school." Yet they don't know that all middle students swear, but you don't swear in front of adults, and you don't swear in front of a certain prissy teacher in particular. Aspergers kids also do not understand "hidden social agendas." If an Aspergers child participates on a high school debate team that meets in a coffee house, she comes prepared like a little professor to talk about the subject at hand. She does not understand that the other students are there to socialize as well as practice for the team.

For this reason, Aspergers kids require individualized training in social and emotional competency. There are many promising new teaching techniques for kids with Aspergers. On the elementary school level, some educators are using "social stories" with special cartoons illustrated with "emo faces" to help Aspergers kids recognize facial expressions. Acting classes also might help an Aspergers child better understand emotional reactions.

Self-contained or mainstream classroom? Self-contained classrooms usually have a small number of kids with a variety of special needs. The teacher may have extra training in special education and receive help from one or more aides. Therefore, the big advantage of a self-contained classroom is extra individual attention.

However, there are several disadvantages to self-contained classrooms. Kids with Aspergers often gain more knowledge about social interactions and how the "normal" world operates in a mainstream classroom. Academics may be "watered down" in a self-contained classroom. Kids with Aspergers do not do well with emotionally disturbed kids who are often streetwise and aggressive. If these two groups are together in a self-contained classroom, you often produce a combination of the perfect victim and perfect victimizer.

Sometimes a youngster may start out in a self-contained classroom and gradually transition to a mainstream one. This usually has to be done slowly, and takes an average of two months to two years. It may begin with just a half-hour at a time in the regular classroom for elementary school students, and perhaps an hour at a time in the student's strongest subject on the high school level. Some experts recommend seating the Aspergers child next to a successful student who can help him with organization and provide class notes, if necessary.

In general, Aspergers kids do better in classrooms that are predictable and structured with as few transitions as possible. Teaching with an emphasis on visual presentation plays to the Aspergers child's strength of visual acuity. Educators should structure lessons in clear patterns that are easy to follow.

During "unstructured" periods such as lunch, physical education, recess and passing to classes, an Aspergers child may need special accommodations.

The teacher should have some understanding of Aspergers. A good teacher should not be "fake" because that will just confuse the Aspergers child even more. He may develop a special "cue" such as tapping the youngster's shoulder to help the youngster pay attention when his mind is wandering. He should be strong in language skills, and use drama to help the youngster understand other people's emotions. The teacher should be a calm person in control of his classroom: this will decrease the Aspergers child's anxiety. Changes and surprises will upset an Aspergers child. Therefore, the teacher should help with transitions and let the youngster know in advance when he will have to recite in front of the class.

Some authors describe the importance of having a teacher who can deal with "meltdowns" and "rages." It is best to intervene in the "rumbling" stage. During the actual rage, an Aspergers child may scream, bite, hit, kick and destroy property. For this reason, authors recommend that a teacher wear comfortable clothes and keep expensive or sentimental items out of reach. During "recovery," the youngster may be exhausted, or deny the tantrum happened. It is important that the teacher is a sensitive person so that if an Aspergers child rages at school, he does not experience complete humiliation in front of his peers.

My Asperges Child: Preventing Meltdowns


COMMENTS:

•    Anonymous said… Get him to doc & ask for him to be referred to been tested to see if he has Asperger's syndrome then I would fight to get him in a specialist school! My son has Asperger's syndrome & got bullied beyond belief I only wish I had insisted for him to be put to a specialist school for the extra support & around children like him! I had to home school him for 3 years as the bullying got so bad & then I sent him back for high school he has been out school for about 6 months now but he's coming 16 now so I'm awaiting a p/t support college coarse for him to start this year. I hope this helps & feel free to get in touch with me for anything. My heart breaks for u as I know what your going through as I went through this with my son but be strong & dont be fobbed of by anyone esp education & just follow your heart that's what I done & fought for his diagnosis xxx
•    Anonymous said… I had the same issue with both of my sons. My youngest son was bullied by students and teachers for years. He was diagnosed with Aspergers and ADHD. My oldest has been bullied for 2 years. He was diagnosed with PDD/NOS, ADD. He now suffers from anxiety and panic attacks because of the bullying. I fought the public school system for two years to get my boys in special schools. They are both doing much better. Get your son tested as soon as possible and into a special school if necessary!! Do not wait like I did!! Fight the public school with all you've got and never give up!!!
•    Anonymous said… I told my sons school if you don't want to listen to me I will make a case against all of you and that same day parents was called in
•    Anonymous said… I went through this with my sons previous school until I got out of there and in the with right school system had to go to dr to get the right diagnoses and now my child is doing great, i had to fight to get him help he needed but he has an I E P now and great support system. I take my child to church also and teach him about the lord and how to lean to him to fight battles with bullies. Before I didnt have Jesus now we do and its so much better my son is happy now and doing great. He is not on meds anymore either does better off them than on them but I give him plexus products that was also put in my life to help him by the lord been a blessing.
•    Anonymous said… My son had a breakdown in grade 9 because of bullying -mainstream schooling him was.

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