Tips for Teaching High Functioning People-S. Asperger
Susan Moreno and Carol O'Neal
MAAP Services, Inc. (More Able Autistic Persons, Autistic Persons with more capacity)
PO Box 524 Crown Point, Indiana 46307
1. People with Asperger S.de have problems with organization, regardless of their intelligence and / or age. Even a student who has Asperger all outstanding and has a photographic memory may be unable to remember to bring a pencil to school or to remember the date you must submit a specific job. In these cases, assistance must be provided at least as restrictive as possible. The strategies used may be that the student put a picture of a pencil in his notebook or have a list of tasks to be performed at home. We must always praise the student to remember something he had previously forgotten. Never humiliate or "harp" when something fails. A "speech" on the subject in question not only not help you, but make things worse. The student may begin to believe that it is not able to remember these things.
At school, these students often have tables and lockers more ordered or more disordered than the others. He who has the messiest desk often need help to sort your table or ticket, to find things. Just remember that this student is likely to be messy in a conscious way. Most likely, be unable to organize without specific training. Try to train him, using small, specific steps.
2. People with Asperger S.de have problems with abstract thinking and conceptual. Eventually, some of them may acquire abstract skills, but others will not be possible. When necessary to use abstract concepts, use visual cues, such as drawings or written words, to clarify the abstract idea. Avoid vague questions like "Why did you do this?" . Instead, say: "I did not like snapping your book that when I said that it was time for the gym. Next time, close the book gently and tell me you're angry." I wanted to prove that you did not want to go to the gym, or you did not want to interrupt your reading? ". Avoid questions like "trial." Be as specific as possible in all your interactions with these students.
3. An increase in unusual or difficult behaviors is most likely to show increased stress. Sometimes, stress is caused by a feeling of loss of control. Very often, the only way to relieve stress is to ensure that the student physically leave the stressful situation. If this occurs, you must establish a program to help the student to return to class and / or enduring stressful situation. In this case, it will be very helpful if such a "safe place" or "safe person."
4. Misconduct not interpret it as something personal against you Asperger's person is not a manipulative person and you are planning to make life more difficult. They are almost never able to be manipulative. Generally, the misconduct is the result of the efforts that have to do to survive against experiences that can be confusing, misleading or generating fear. Because of her disability, Asperger people are egocentric. Most of them have many difficulties in interpreting the reactions of others.
5. Most Asperger people use and interpret language literally. Until you know their capabilities, avoid:
Idioms (eg, save your breath, waiting for the signal, ulterior motives)
double meanings (most jokes have double meanings)
Sarcasm (for example, say "Great!" Just throw just as a bottle of ketchup on the table)
affectionate nicknames (eg, buddy, colleague, smart guy)
6. Remember that facial expressions and other social cues may not be understood. Most people with Asperger S.de have difficulty reading facial expressions and interpreting "body language."
7. If the student does not seem to learn a particular task, break it down into smaller steps or enter in other ways (for example, visually, verbally, physically).
8. Avoid verbal overload. Be clear. Use shorter sentences if you perceive that the student is not understanding correctly. Even if no hearing problem and paying attention, you may find difficult to understand the crux of his explanation, and to identify important information.
9. Prepare the student to meet the new environmental and / or changes in routine, such as assemblies, substitute teachers or schedule changes. Use a written or visual plan to prepare for change.
10. Behavioral treatment works, but if used incorrectly, can lead to behavior type robot, the behavior may change only in the short term and may even aggressiveness. Positive procedures should be used and adapted to their age.
11. A consistent treatment and expectations from all over the world are vital.
12. Be aware that some auditory and visual stimuli may be excessive or insufficient for the student. For example, the hum of fluorescent lights can be very distracting to some people with Asperger S.de. If the student seems distracted or affected by the atmosphere of the class, you may need make some environmental changes, such as eliminating an atmosphere of "visual clutter" or site changes in the classroom.
13. If the student Asperger or high functioning autism uses repetitive verbal arguments and / or perform repetitive verbal questions, the teacher must stop what could become a continuing, repetitive litany. Reply
continuously and logically to your questions and discuss with him does not eliminate this behavior rarely. The theme of his argument or question is not always a topic of concern. Often the person is conveying a sense of loss of control or uncertainty about something or someone around you. Ask
you write down your question or argument. Then you type your reply. Normally, this will usually calm and disrupts its repetitive activity. If this fails, put you in writing your question or repetitive argument, and ask them to reply in writing in a logical way (perhaps one that he thinks that you write). This will distract your verbal escalation situation and provide a method more socially acceptable to express frustration or anxiety. Another alternative is to stage the repetitive argument or question, you represent the role of student and causing it to respond to you as he thinks you did it.
14. Because these people have many difficulties in communication, do not rely on these students to convey important messages to their parents about school events, assignments, school rules, etc.., Unless you try it on an experimental basis and follow up or until that is not already sure that the student has mastered this skill. Even sending a note to parents through it can not serve for anything. The student may forget to deliver this note to their parents or may lose it before reaching home. It is best to call the parents by phone until the student to master these aspects. It is very important that there is frequent and accurate communication between teacher and parent (or carer principal).
15. If a particular school activity is necessary to form pairs or partner choice, type numbers or use any other technique to match them at random. Or ask a student particularly nice if you pay to pick the person with autism as a partner before the pairing takes place. Most of the time, the autistic student is the one that remains without a partner. It is unfortunate that this happens because these students so they should be special to have a partner.
16. Do not give anything for granted when assessing their skills. For example, a student with autism may be a "phenomenon of mathematics" in Algebra, but may not be able to perform a simple change of currency in a cash register. You can also have an amazing memory about books he has read, speeches he has heard or sports statistics, and may not be able to remember to bring a pencil to class. Inhomogeneous development of skills is one of the main characteristics of Asperger S.de.
MAAP Services Inc.,
c / o Susan J. Moreno,
PO Box 524, Crown Point, Indiana, 46307. Copyright
, Susan Moreno and Carol O'Neal.
Translation: Cristina Fanlo cfm1@min.es
0 comments:
Post a Comment