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difficulties and needs



a) Main difficulties that arise during adolescence

-emotional immaturity. -emotional reactions disproportionate and poorly suited to situations.

immature and low-interest commensurate with age.
-Increased awareness of difference and loneliness.
-feelings of misunderstanding and loneliness.
-Vulnerability to psychological disorders like depression, anxiety and stress.
-Neglect of hygiene and personal care (although some develop obsessive rituals in relation to hygiene).
-Increase of obsessions and rituals of thought. Academic Difficulties
(slowness, difficulty adapting to changing schedules, teachers, classrooms, etc..; Awkwardly to develop curricula and sequencing tasks, motivation, difficulties in capturing the gist of a text and select relevant information.)

b) qualities and strengths in the adolescent stage

-Strong moral values: honesty, friendship, kindness, defense human rights and criticism of the injustices they see around them.
-Persistence in achieving its goals and objectives.
Great desire to excel. Personality
-simple, naive and "transparent."
"Absence of Malice and disingenuous.
" Better mastery of basic social rules.

c) Requirements in adolescence

-Education environment of respect, tolerance and understanding toward the person with AS.
-emphasize the boy's outstanding skills in SA through cooperative learning situations.
-motivated to participate in situations that reinforce their self-esteem, improve their image and facilitate integration group.
-methodological adaptations (extra time to finish the task, possible oral examinations, use of word processing, enhance the learning pathway, closed questions in the exams like multiple choice test, etc.).
-clear and very explicit guidelines as to how to make and present their work.
"Having the figure of a guardian or teacher, who can monitor your emotional state and give guidelines on academic, personal and emotional, helping you plan your studies, training in techniques that enable it to handle difficult situations school or college, motivate you to achieve goals using appropriate strategies and provide career guidance and professional.
-Inclusive in a physical education program aimed at health and fitness rather than competitive sports.
-analyze the behavior problems, as the reasons behind these problems may not be obvious or clear, before taking drastic measures such as penalties, which would not serve to change behavior.
-To prepare for college or the workforce, planning, anticipating and preparing for that change usually produces high levels of anxiety and fear.
-Encourage their participation in extracurricular activities related to its strengths.
-help to know and accept what it means Asperger syndrome.
-Help to recognize the good and bad about yourself.
-Provide self-management strategies. Returning
-positive and realistic image of himself. Teaching
-control techniques obsessive thoughts and repetitive questions.
-support to improve their social and conversational skills.

d) The main difficulties which may arise in adulthood

-social relationship difficulties, problems have friends or deepen relationships, unsuccessful in his attempts to befriend.
-social relationship difficulties, problems have friends or deepen relationships, unsuccessful in his attempts to befriend.
Difficulties to work in teams, to understand the mental world of others and their own inability to understand social cues that help to regulate their behavior.
-Problems to detect emotions and feelings of others and difficulty expressing your own.
-rituals or motor stereotypies that are triggered in specific situations beyond their control.
self-esteem and ambiguous that may be accompanied by feelings of superiroridad or excessively negative ideas focused on the ignorance of its capabilities.
-Inability to plan and organize their future based on realistic projects.
-anxiety and depression.
-Problems to make decisions.
-Difficulty of managing relationships.
-attentional difficulties may be reflected in the work environment.
-Problems in job interviews.

e) qualities and strengths in adulthood

"Despite their problems, are able to generate alternative strategies for handling in the social world.
-tend to be very noble and say at every moment what they think.
"When your work fits your interests and has little social demand tend to have career success. They claim
-economic and social independence.
-tend to be perfectionists when it comes to doing any work.
-are able to store large amounts of information, especially their interests.
-tend to be more efficient in technical (computer science, photography, mathematics, business, etc.)
"When goals are well defined tend to be persistent in achieving their goals.

f) Need for adults with Asperger Syndrome

-Therapies focused on improving self-esteem and foster a positive and realistic.
-assumed to have a peculiar way of perceiving and interpreting the world around them, but not why they are sick.
-explicit teaching of social relations in general.
-social and labor mediator to help you create strategies for cope with success (resolution of social conflicts and labor).
-Service Personnel and Guidance and Family Counseling to go when needed.
-Minimizing environmental distractions at the workplace.
-jobs with low social involvement.
-tasks well sequenced, with a clear beginning and end.
-limits for achieving their career goals, the highest structure.

g) Living with Asperger syndrome - Family -

LIVING WITH ASPERGER syndrome.Some Yes

1) Children younger

As Asperger syndrome is a complex developmental disability as and how those affected are often so different from each other, the opinions about behavioral strategies vary widely. Anyway, there are a few tips that should be evaluated on an individual level that can be put into practice both at home and at school.

order to teach children with Asperger syndrome, adults have to deal with a lot and be very affectionate, and these children are dependent on many aspects and yet need to learn to be as independent as possible. Much of the success we achieve in the future will depend on how adults relate to them.

need as adults, parents, teachers or assistants who deal with children with Asperger them great respect and affection, the general attitude affects the entire learning environment. Maybe the teacher finds it impossible to teach the child in a positive way, but the demonstrations reveal the child master his feelings. It is preferable that the teacher evali º and their feelings and try to change their attitude when necessary and if it does it may be important to find another professor to teach this student and that a negative attitude and lack of affection can do much damage a person in a very short time.

a simple, yet often overlooked when dealing with children Asperger is the need to give her what she needs. This requires that each child is known well enough to know when needs change.

These children often need a time and a place to feel alone and if the demand is constant, the level of frustration can be overwhelming, you may need rocking, fanning No music or listen to me, walking around the room, etc. When given the opportunity to perform these activities according to their age, they improve significantly. The teacher has to take into account the level of activity, the ability to pay attention, emotions, the level of interest and skills vary widely from student to another and any educational program has to accommodate all individual needs.
There are a number of general tips:

be as positive as possible: to praise frequently and honestly, look at the good things and not paying much attention to things that are of little importance. Many students are conditioned to react negatively to a "no", which often indicates that someone is angry or that something is wrong, but does not report how to fix the problem. These words must be use sparingly. In many cases it is convenient to tell you what to do and abstain from what not to do.

Teaching children to listen. Often the frequent repetition of a given instruction teaches people not to listen, so it should be avoided. It is better to support the statement spoken with a similar gesture or requiring the child to pay attention and then make sure you follow the instruction. When adults do not insist that whatever they are asked, once established it is now clearly understood, these children tend to assimilate it need not comply with instructions.

is necessary for giving the instructions knows perfectly what he wants. Be reasonable with what is required and the application must be consistent with the child's abilities.

should be given information appropriate. It is necessary to tell the child in advance what will happen next. If there are changes, we must inform you and allow to take part in the plans. Let them know what will happen and how they should behave. We use words, gestures and drawings to understand. Bulletin boards with the daily schedule, daily routines, etc.

Use a language as simple, clear and concise as possible. Asperger people often include only part of the words addressed to them. It is better to be concise because too many instructions and explanations create frustration and confusion. At school, it is usually better than the instructions are given on an individual basis to address them to the whole group. When a instruction takes several steps you can divide by getting the child is a step before giving the second. When one refrains from verbal support, often the Asperger child's independence grows. Much information could be through pictures in series.

As previously mentioned, whenever possible we must avoid negative statements, which only explains what is not acceptable and will not make suggestions needed to learn how to behave in a different and more appropriate.

have to be as neutral as possible to give instructions, because the tone of voice, facial expression or a word with multiple meanings can change direction a question, a statement or phrase. When giving instructions is necessary to explain what to do and avoid challenges. If instructions are given on a challenging, children tend to become defensive and try to avoid or do the opposite of what is requested.

questions should be avoided unless options that students have real choices. The clear sentences give students the information necessary to fulfill the request.

is important to identify feelings. Asperger Children tells a lot of work to recognize the feelings of others and express themselves.

possible, avoid criticism and help them have a positive image themselves.

Avoid blame, using consistent rules and neutral. The criticisms are for the benefit of adults, not children with Asperger syndrome because they have little meaning for them and will not be ningí No change in your behavior.

is best to avoid threats, often giving way to a negative reaction.

Signals must be given when necessary to help the person gain more independence and less dependent on others.

These signals may be physical suggestions, gestures, drawings, written words, environmental cues such as an object or a clock face, or verbal cues that are learned over time and gradually fade. The signs will serve very well to those who find it hard to apply the rules, skills or behaviors from one environment to another.

Asperger Sometimes children are more signs than they need, or you may need more than they receive. It is better to set a few signs that the child can learn it until you are ready to try it alone. The drawings and environmental cues are the methods that best promote independence. To avoid dependency, we must make plans to reduce the number of signals that require the presence of adults.

On many occasions, the most effective in teaching appropriate behavior are provided by models. Models can be adults or peers. Sometimes teachers will lecture students from other classes or environments to serve as models. Asperger Students who do not harmonize with others, they will be taught to observe and imitate what others do. Colleagues who are models have to learn techniques to keep the attention of the Asperger person to encourage her to react

The act of choosing is an important part of becoming independent. Children begin to choose very early, showing preferences for people, food and toys. Many people with severe disabilities, including many Asperger children have not had the opportunity to practice, step by step and systematically, the process of choosing. Often not allowed to refuse. Often the child does not understand clearly how to refuse to do something or agree to make something so that others understand.

should be taught to give a yes or no, many Asperger respond with a yes to everything and can result from lack of understanding that really can choose or to reflect the general desire to conform. You may also be possible to say or imply "not" have suffered negative consequences and the word "not" prefer not to use it. To teach appropriate ways to refuse, it is essential to reinforce a negative response and allow the negative responses. For a person to become independent and able to choose, we must allow denial. Teaching Asperger's have the right to choose and that sometimes the right to choose means the right to refuse, is a process that takes place over time. Once you understand the power of options and to give the person the opportunity to exercise choice and control many aspects of life, there is less reason for the denial.

To make an informed choice, the child must have experience Asperger with activity, the object or person to choose. Often the rejection results from a lack of knowledge and a preference to stay with the known. To become mature and independent, it should teach Asperger to pass a variety of age-appropriate activities. Only when they know from experience what an activity may choose to do it again, do something else, or choose to reject the activity. Make plans for an evening or weekend, be capable of spontaneous and able to change plans, is part of the process of picking and choosing.

Asperger People rarely like the unknown and often refuse to go to new places or make new things. When facing new activities, persons or things unknown, show problematic behavior. In these cases, a way to help them feel more comfortable is to develop plans desensitization to learn about the situation beforehand. Stunning methods are also very í º tiles when the child is afraid of a situation or are sensitized by previous negative experiences. Is to review again and again all the steps you can take in the new situation or knowledge of a new person, through pictures in series with a picture of a welcome boost at the end, so that is time not take it as strange or new.
Children with Asperger syndrome, from the beginning, you have to teach social interaction skills. It is necessary to place special emphasis on certain social skills and create specific goals and specific strategies to implement them. Do not let them know the skills necessary for social interaction is to forget the main part of the disabilities of Asperger people. Many of its efforts to integrate socially Their efforts are not appropriate to interpret the social cues of others often leads to confusion. Asperger child is not usually able to learn appropriate social interactions without special instructions. If you do not teach social skills necessary for interaction with others are raising the possibility


2) The teens

Young Asperger often have difficulty with the transition to puberty. Approximately 20% have seizures for the first time during puberty may be due to hormonal changes. In addition, many behavioral problems may become more frequent and more severe during this period. However, other children go through puberty with minimal difficulty.

With regard to family relationships at this stage parents are true professionals in Asperger syndrome but must also take into account are older and less energy. The behavior and the treatment begins to focus in a different way and to others:

more are marked differences in their Asperger child with others of the same age, your child can remain indifferent to social events, the necessary studies to develop a profession or the struggle for independence while the other kids walk to the adult stage of life seeking his own place in society.

must deal with the sexual aspects of this period and resolverlos.Se tend to think that with all the work involved in the care and education of youth, sex education is an unnecessary worry, nothing more far from reality. The parents are the primary sexuality educators of their children. From birth, parents are role models and teach their children messages about love, affection, touch, relationships. How to embrace and support their children is teaching them how we feel about them. Some say that the loving touch of the early stages of life and the standard mark for sound privacy as an adult.

Begin to plan the future financial security, job opportunities and everything necessary for the child to live properly with missing parents.

Parents should redefine their role as parents of a dependent child, but no longer a child.

3) Foreign partner

Sexuality is a part of the life of a person and Asperger's syndrome is no exception. Sexuality and sexual expression of people with Asperger Syndrome creates mixed reactions. These people have feelings, needs and sexual identity, and of course, sexuality must always be in the overall context of human relationships. Sexuality includes gender identity, friendship, self-image, body awareness, emotional development and social behavior, as well as the physical expression of love, affection and desires.
The failure will not prevent rights basic person to love and be loved, to discover new friendships and emotional relationships, the pursuit of happiness and whenever possible, train your family.
should consider a requirement that the person with Asperger syndrome know about sex, which has received the requisite support to protect against sexual abuse, exploitation, unwanted pregnancy and preventing sexually transmitted diseases.

For most of us, learning about sexuality occurred in many different ways. Our parents were probably the first educators of sexuality, because they are usually the first and most frequent teachers and models. Then, our colleagues, the media, religious education and life experiences have been influencing our sexual learning. In the context of sexuality education, being able to communicate feelings is an important interpersonal skill. Being able to identify and respond to the emotions of a friend or one's partner promotes communication and intimacy. For most complex nosotrosresulta recognize and respond to emotions and is especially pronounced in people with this disability, where there are difficulties to express their emotions or may express them inappropriately, or may misinterpret the feelings of others.

Sexuality is a part of the life of a person and Asperger's syndrome is no exception. Sexuality and sexual expression of people with Asperger syndrome or Asperger syndrome creates mixed reactions. These people have feelings, needs and sexual identity, and of course, sexuality must always be in the overall context of human relationships. Sexuality includes gender identity, friendship, self-image, body awareness, emotional development and social behavior as well as the physical expression of love, affection and desires.

Failure will not stop the basic rights of the person to love and be loved, develop friendships and emotional relationships, choose friends, the pursuit of happiness and whenever possible, train your family.


should consider a requirement that the person with Asperger syndrome know about sex, which has received the requisite support to protect against sexual abuse, exploitation, unwanted pregnancy and preventing sexually transmitted diseases.


4) Family environment

is very difficult to consider Asperger syndrome as a disease that affects a person and in practice must be considered as a disability, which are involved all family members. Each family and each member within this family, is affected differently, experiencing feelings as diverse as pain, grief, frustration, satisfaction in being able to help, rejection, denial, anger, etc. Not only the feelings vary from one member to another family and different families, but also changes over time.

The experience of having Asperger child can be devastating for parents but also for the other siblings and the family that causes great stress and problems. Many times parents may feel too bad about the feelings they have for Asperger child, conflicting feelings of sadness, anger, deep love, discomfort, injustice, grief, excess liability, etc. Should be aware that these feelings are normal, other parents of Asperger children have gone through the same, they have managed to overcome and with his experience can help other parents to do so. Think that many parents feel almost a "blessing from God" have Asperger child, since they are much more sensitive, much more value the progress of their children because they are aware that costs them much more to reach progress.

Each family is faced with the disease differently, but always seem to be some elements common in different stages:

The Diagnosis:

In most cases, when parents receive the news that his son is Asperger have come to consult several professionals to confirm. The news is devastating, especially to parents who have long been of concern, disappointment and having the feeling that something is wrong.
In this time of diagnosis, the reactions that can occur are very different:

- Disclaimer:
is a distinctive feature, in which the family in general and parents in particular, denied the existence. Doctors do not usually face problems in explaining the physiological disorder and the child's physical appearance is totally normal, so the denial (it can be very important or nothing) is a very common reaction. In addition, the characteristics of Asperger syndrome foster denial of the condition and consider what will happen over time without taking any steps or measures are taken are done anyway, and sporadically. What is particularly serious in taking this attitude of denial is to be postponed a series of measures that are vital to child development and their integration into society.

- Impotence:
Another very normal reaction is that parents feel defeated and unable to address the problem even before the real problems. Asperger Having a child can be a huge blow to the esteem and confidence for several reasons:
The parent has to face a strange and inexplicable behavior, unpredictable reactions and meet some needs for which no parent is prepared a priori, since There are no set rules or established models or previous experiences that can help.
The need specialized assistance for the care and attention your child can make them feel useless.

The lack of information on Asperger syndrome and fear of the unknown.
All this can make parents suffer a real depression and the feeling of having to "throw in the towel."

- Guilt:
Virtually all women during pregnancy, have at some point the fear that her baby is not normal or completely healthy. When a child is diagnosed, the fear has become reality and the guilt starts that something went wrong during pregnancy and the pill is taken, the table of exercise, cigarette smoking could not stop the possibility of a hereditary component or any other reason may be sufficient to explain why the child is sick and who is to blame. This feeling can be increased to the great promotion of psychoanalytic theory of the disease, which he attributed to poor parental relationship, a parent uncommunicative, distant and unable to provide the care needed. Today it is clear that the conduct of either parent could have caused the Asperger syndrome in children and aí º n in the course of finding a genetic cause, (not inherited) it is clear that parents do not have it any liability .

- Anger
Anger is a natural result of the fault and poses, sometimes, that someone must be to blame. The blame is directed primarily against doctors for failing to find a cure against the educators for not getting your child to learn, against other parents because they do not appreciate the normality of their own children against her husband for not being able to relieve their pain, to her sick child to be Asperger's. Nobody can understand what is happening and anger hides the pain and sadness and makes them feel stronger. The sadness makes them more vulnerable to the wrath and anger.

- Loss:
All couples facing the creation of a perfect family and now has lost the ideal child who once believed to have been broken and many hopes and dreams created around them. This profound sense of loss is the foundation of all other emotions and each person puts in a way. Self-pity and love everyone be aware of what you are suffering, others expressed this sentiment in a more controlled remained silent, pensive and sad, at other times you feel such sadness that I thought it would be better that the child was born.
Hard as it may seem, these emotions are normal and a way of escaping reality. As time passes, these emotions are more "manageable" and recognize them without guilt allow parents to better accept the reality and be aware of your own reactions and behaviors to the problem.
All these emotions are more intense at diagnosis, but are often even when parents have the feeling have accepted the condition of Asperger's child. It is normal that these parents are subject to greater stress than other parents and will face constantly conflicting emotions. Perhaps most important is to recognize that this is normal and, like other parents have done before, enjoy a fulfilling life.

5) During the school

During this time of the child, the family lives in many ways special situations.
A major source of tension that is created is the search for special services such as school, therapist, doctor, etc, to be able to meet the needs of the child. A tension is compounded by the lack of services and doubt that you are providing your child the best possible care.
is necessary to change the schedule for the whole family to have time to attend the Asperger child, you need to establish a routine to meet the child's activities.
is normal to have feelings of being a different family can not be integrated into most of the activities of others. It is important to seek support from other families with the same problem. Assume that the child is really different can cause great stress in different family members and cause bouts of depression and even the removal of some. Keep in mind that the child demands more time and attention of parents and can not perform other activities, so there may be feelings of anger and envy in other family members.
The parent who takes care of the child may feel alone, overwhelmed, unable to relate to parents of "normal." Load sharing between parents and other family members helps to reduce feelings "crippling."

As the child grows and reaches adulthood, there are two main concerns on the one hand who will care for your child when parents are missing and need for financial means to ensure adequate care and attention. The brothers begin to have concerns about their care and the fear of being carriers of a genetic problem.
In general, the higher the degree of cohesion (degree of closeness between family members), adaptability (the degree of family stability and reaction to change) and communication (degree of honesty and openness), the family better will adapt to the situation. Beware that the degree of cohesion is not excessive and assume an overload of responsibilities in a family member.
usually large families are better adapted to the new situation. It would appear that in a family with two children where one is Asperger, it tends to deposit all expectations in the healthy child, who receives great pressure. However, it seems logical not necessarily mean right. Keep in mind that the attitudes and expectations of parents is a determining factor in how others perceive the disabled brother brothers.
Within the family system is necessary to emphasize the role of parents, who are the ones who should make the emotional stability of all members. It is normal for parents to go through different responses and sometimes become these feelings in a permanent mode of action and each parent can take different roles, which mainly include:
Disclaimer.
self-pitying.
Protector. It is a role frequently adopted in which the father Asperger overprotected child, hiding all the problems they may have.
Guilty. In this case the father directs all its efforts to "pay" that guilt. Collector
. Somehow "collects" your partner for having an Asperger child.
tend to be combinations of these roles, but any combination is a way of evading reality and can ease the pain, but prevents good communication and can cause resentment in other family members

6) For the brothers of Asperger person:

must be borne in mind that above all are people with the same problems and concerns of others, but with an extra burden inevitably entails distinctive characteristics. To begin a lifelong relationship in which there is a biological tie, share the same parents and are a source of security and mutual consolation. The relationship between the brothers is becoming increasingly important if we have in mind the following factors:

"The family is becoming smaller, so the contact is more intense.
"Increased life expectancy and the brothers provide a source of support especially in adulthood.
-ate is increasingly No No divorce and remarriage and the brothers must face this situation together.
"It is increasingly common for both parents work, so they need each other's company.
-The parents are subjected to greater stress and less available to children and these periods of emotional absence of parents affect the relationship of the brothers.

tend to be a series of recommendations for siblings of a person Asperger.

- Respect their individuality
Siblings should not be compared with other children, need to develop their own identity. This is an inherent need anyone, but in this case is intensified by the presence of Asperger brother and the family structure has been developed to meet the needs of it.
- Understanding
Because of the pressures and problems of living with Asperger brother, their lives are different and need to know that others understand your situation and are willing to listen and help where possible.
-
information you need to provide real information, clear, direct and answer all the doubts and questions raised about his brother, the family and themselves. Require different information as the years pass.
- Support
may occasionally need professional help or assistance "to groups of brothers", which can be very useful for complicity implies sharing the same problem.
- Training
Many times there is a desire to help parents in the care of her brother and need to be taught to work with him to make the relationship rewarding.

In conclusion, family life should:
Dealing with emotions. Denying an emotion does not help eliminate it. Take time
. Feelings need a process before they can act.
Gather enough information about Asperger syndrome, and available services will help them operate more safely.
Seek help from other parents and professionals.
Getting a clear and open communication among family members. Honest communication and family can be the two most important elements to cope with the disability of a relative.
Define expectations.
Respect and understanding of the personalities, reactions and needs of all members.
sense of humor.

should be avoided:
overprotection. Involvement
total. Rejection
. Shame


7) Information: For the person
Asperger (like everyone else) with normal intelligence, have a proper self-concept, realistic is very important to develop a positive self-esteem. You have to know and accept their own strengths and weaknesses in order to feel good about yourself. To do this, you need to know what Asperger syndrome, what are its consequences and how to live with them. Therefore, the person with Asperger syndrome are the first to have the right to receive accurate information, valid and useful information about your disability. Explain
Asperger syndrome is not easy, as even scientists and discuss the concept and we should not add more confusion to people who suffer, especially because people are confused Asperger very easily, because of their different mode perceive and understand even relatively simple concepts.
People with Asperger syndrome give a different meaning to what we perceive and think, many times in a radical way, in absolute terms, so we must be careful with the information we provide. It should also be careful not to underestimate or overestimate, or give them information they can not understand or assimilate. Like others who can talk and listen about their illness, people with Asperger syndrome have to cope with this information at both the cognitive and emotional. Counseling is a process that may require psychotherapy.
There is a natural tendency to believe that the person with Asperger syndrome have knowledge of their particularity and will have a more adaptive behavior, but it is not real, it is not the same be aware of being different and awareness of what actually happens and have ability to change.
The person with Asperger syndrome is going to be involved in new situations for which is not protected. Probably the people around you notice a strange behavior, people react and can present problems. If the person with Asperger syndrome is reported, may explain their behavior to others, you know what situations to avoid and be more predictable reactions of other people.
is difficult to pinpoint the age at which to explain its peculiarities, should be borne in mind that the person with Asperger syndrome faces many problems such as teasing, relationship problems, at school, difficulties in entering the workforce. The solutions to these problems require a concept of himself as accurate as possible. To begin to explain, it takes a developmental age of at least six years, since it is necessary to have certain skills and memory to remember things that happened in the past, understand abstract concepts and, above all, the ability to think and talk about a same.
Another difficult issue is who will explain to the child on the disorder being treated. The person who will do is ensure their continuity and their ability to answer the doubts and questions that arise. There are several reasons that militate against the parents or partners of people with Asperger syndrome:
Parents should not take the role of therapists and counselors of their children should be their parents.
is best that parents can keep a clear role in relation to your child that the child feels confused, as they tend to prefer the clear and unambiguous roles.
Besides the danger of confusion on the dual role of parents, there is a risk of loss of confidence.
As anyone who receives bad news, you need a "shoulder" where comfort and a person you trust for support. Parents are the best people to provide that shoulder and this is jeopardized if the parents are what give the bad news.
Obviously, in the process of informing the child or adolescent requires very close cooperation between parents and professionals, and parents must have an active participation in the decision to initiate the process and content.
We do understand that people are different and so unique in their interests, character, strengths and weaknesses, each person has their abilities, on a particular issue everyone thinks and acts in a particular way better or worse. A disability can not be cured, but can do many things to help the person to perform normal a life as possible, restricting the maximum limitations.




Asperger Federation Spain Tel: +34 639 36 30 00 fax: 954 161 277