My ASD Child

Think back to the days of grade school. Can you remember one or two peers (probably male) who were a bit different from the other children? Maybe they exhibited some of the following ‘strange’ behaviors: They always stood too close to you They constantly wiggled and rocked while sitting at their desks They made odd, distracting noises They never looked anyone in the eye They never raised their hands They never seemed to have any friends They talked on and on about favorite subjects They waved their hands and knew all the answers They were noisier than the others They were often teased, chased, shoved, tripped, called names and bullied Do you remember anybody like that? These kids probably had Asperger's (AS) or High-Functioning Autism (HFA), but no one knew much about it then. To help make sense of the disorder, we will need to look at the deficits associated with it. Here are the three core deficits: 1. Theory of mind deficit: an inability to recognize tha

"As a teacher with three high functioning autistic students in my class, I would like to know the best way to approach different subjects in a way that will work best for them. Thanks in advance." Students with Aspergers (AS) and High-Functioning Autism (HFA) exhibit difficulty in appropriately processing in-coming information. Their brain's ability to take in, store, and use information is significantly different than neuro-typically developing kids. This results in a somewhat unusual perspective of the world. Thus, teaching strategies for these students will need to be different than strategies used for students without the disorder. AS and HFA students typically exhibit strengths in their visual processing skills, with significant weaknesses in their ability to process information via auditory means. Thus, use of visual methods of teaching, as well as visual support strategies, should always be incorporated to help the student better understand his/her enviro

Mrs Primproper talks about how people with Aspergers are great at "systemizing":