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Teaching Students with Aspergers Syndrome: Tips for Teachers and Parents

Teaching Students with Aspergers Syndrome: Tips for Teachers and Parents
Students with asperger's syndrome may experience difficulties with focusing as well as lack of focus. Focus involves attention. Sometimes asperger's students focus all their attention on a particular object or subject; therefore, they fail to focus on what information the instructor is presenting. All their energy is directed toward a particular subject or object. Why? Because that object or subject is not overwhelming to them and they understand it. To overcome this problem, the teacher can try to establish some connection between the object or subject of interest and the area of study. The possibilities for instruction are endless, but it will take some time and creative planning on the part of the teacher. Sensory issues affect learning for the student with asperger's syndrome. Often aperger's students are distracted by something in the environment that they simply cannot control. Obviously, a teacher does not want disruptions in the classroom.

What is Asperger syndrome? Here we explain more about Asperger syndrome - a form of autism - including the three main difficulties that people with Asperger syndrome share, how many people have the condition, and what may cause it. As soon as we meet a person we make judgements about them. From their facial expression, tone of voice and body language we can usually tell whether they are happy, angry or sad and respond accordingly. People with Asperger syndrome can find it harder to read the signals that most of us take for granted. About Asperger syndrome Asperger syndrome is a form of autism, which is a lifelong disability that affects how a person makes sense of the world, processes information and relates to other people. Asperger syndrome is mostly a 'hidden disability'. social communication social interaction social imagination. They are often referred to as 'the triad of impairments' and are explained in more detail on page 3. Three main areas of difficulty Difficulty with social communication Love of routines

Teaching Aspergers Children: Tips For Teachers Educators can be great allies in keeping your youngster with Aspergers (AS) or High-Functioning Autism safe and successful in school, but you'll need to make sure they have all the knowledge they need to help. Use the suggestions below to create an information packet to bring educators up to speed... The Five Main Things Educators Need to Know— 1. 2. 3. 4. 5. General Behaviors— · At times, our youngster may experience "meltdowns" when nothing may help behavior. · Foster a classroom atmosphere that supports the acceptance of differences and diversity. · Generally speaking an adult speaking in a calm voice will reap many benefits. · It is important to remember that just because the youngster learns something in one situation this doesn't automatically mean that they remember or are able to generalize the learning to new situations. · Note strengths often and visually. · Our youngster may have vocal outbursts or shriek. · Our youngster may need help with problem-solving situations. Transitions—

About autism Around 700,000 people in the UK have autism. Together with their families they make up around 2.8 million people whose lives are touched by autism every single day. This section explains autism, Asperger syndrome and related diagnoses. Book Description Publication Date: 15 Jun 2006 | ISBN-10: 1843103826 | ISBN-13: 978-1843103820 This guide for professionals working with students with autism spectrum conditions (ASCs) in further education meets the increasing demand for information and support on this subject. Christine Breakey provides useful guidelines and practical advice on teaching young adults successfully and confidently, emphasising the development of resources and practical skills for use specifically in FE colleges. The author covers all the key areas and offers strategies and solutions for communicating effectively, helping students to manage transition, and understanding and minimising the causes of ASC behaviours as well as teaching social skills and ASC self-awareness. The Autism Spectrum and Further Education will be a vital resource for professionals in FE institutions who have to meet the needs of young adults with ASCs. Frequently Bought Together Customers Who Bought This Item Also Bought About the Author

Cognitive behavioral therapy CBT has been demonstrated to be effective for the treatment of a variety of conditions, including mood, anxiety, personality, eating, substance abuse, tic, and psychotic disorders. Many CBT treatment programs for specific disorders have been evaluated for efficacy; the health-care trend of evidence-based treatment, where specific treatments for symptom-based diagnoses are recommended, has favored CBT over other approaches such as psychodynamic treatments.[3] However, other researchers have questioned the validity of such claims to superiority over other treatments.[4][5] History[edit] Philosophical roots[edit] Precursors of certain fundamental aspects of CBT have been identified in various ancient philosophical traditions, particularly Stoicism.[6] For example, Aaron T. Behavior therapy roots[edit] At the same time this of Eysenck's work, B.F. The emphasis on behavioral factors constituted the "first wave" of CBT.[15] Cognitive therapy roots[edit] Behavior and Cognitive Therapies Merge[edit]

Bridging autism, science and society: moving toward an ethically informed approach to autism research | Autism Society of Kent County Abstract Recent developments in the science of autism have provoked prevalent unease amongst autism activists. Drawing on the findings of a significant global gathering of scientists, ethicists, and activists, this paper presents the initial key evaluation of the ethical inquiries arising from this unease. We outline the scientific developments that have provoked the most discomfort, assess the response to these developments from in and devoid of the autism community, and trace the current state of the ethical debate. Having accomplished so, we contend that these ethical queries are not likely to be resolved as they depend on fundamentally conflicting assumptions about the nature and desirability of neurocognitive difference. We conclude by arguing for a new variety of democratic mechanisms that could enable the scientific neighborhood, autistics, and other concerned events to respond collectively to this kind of entrenched ethical disputes. Related posts:

Adult education is for all, unless you have autism - FE news Last Updated:13 January, 2012Section:FE news Colleges back charity’s campaign to improve FE provision The numbers are stark. Students with autism have only a one in four chance of continuing their education after school, according to research carried out for the parent-run group Ambitious about Autism. But now colleges are joining the charity’s campaign to transform opportunities for autistic people in the FE sector. According to Ambitious about Autism, school education for autistic students has improved hugely since the 1996 Education Act introduced new rights for parents and children. As a measure of how far colleges have to go, about 70 per cent of children with autism study in mainstream schools, but the figure falls to around 20 per cent in FE. Families and young people describe facing a “black hole” after school. The result is that 85 per cent of adults with autism are unemployed and social services face bills of £27.5 billion to support them.

Empathy, Mindblindness, and Theory of Mind In a 2001 research paper , Simon Baron-Cohen describes Theory of Mind as "...being able to infer the full range of mental states (beliefs, desires, intentions, imagination, emotions, etc.) that cause action. In brief, having a theory of mind is to be able to reflect on the contents of one's own and other's minds." For many of those with autism or Asperger's , mindblindness, or lack of Theory of Mind creates major barriers to communication and closeness. These barriers often lead to those nearest to the individual feel, whether real or perceived, a lack of empathy from the individual. When I think of Theory of Mind, I think of an amusing, but of course very inaccurate, belief I harbored as a young child. While playing games like hide and seek, I used to think, "If I can't see them, they can't see me." Take the following example typically used to test children's Theory of Mind skills: So, here it comes - the "E" word - empathy. I consider myself a very soft hearted person.