Post on 08-Apr-2016
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Asperger’s Syndrome
Characteristics, Placement Options,
and the Costs
By Grace Crowley
Characteristics of
Asperger’s Syndrome
Asperger’s Syndrome is a developmental disorder which is
characterized, primarily, by a distinct lack of social skills and
difficulty in dealing with others in social relationships (NICHCY,
2003). Additional characteristics include:
Poor concentration
Restricted Range of Interests
Difficulty with Changes in Routine
Poor Motor Coordination
“My name is Tim Crowley. I have Asperger’s Syndrome.
I attend school in a regular classroom. I like to go to
school. I wish I could go on the weekends.”
Normal to above average intelligence and excellent language
skills are common for a student with Asperger's Syndrome, but
he or she may have difficulty understanding the subtleties used in
every day conversation, such as metaphors, irony, and humor
(NICHCY, 2003).
Students with Asperger’s Syndrome are unable to read social
cues and do not pick up on the unwritten rules of etiquette that
children learn naturally through the normal process of growing
up. As a result, this can lead to social isolation and extreme
difficulty in making friends and, later in life, holding down a job
(Hallahan and Kauffman, 2006).
These issues can present challenges when deciding on an
educational placement for a child with Asperger’s Syndrome.
The following are possible educational options:
Regular Class Inclusion For inclusion in the regular classroom to be successful for the
student with Asperger’s Syndrome, a teacher should consider
the following:
Keep strong lines of communication open with the student’s parents
Prepare the student for changes in routine with schedules and time
frames
Provide a safe area away from noise and crowds that can lead to stress
Structure seating arrangements to allow for a “peer buddy” system
Encourage the student to participate in activities that make use of their
strengths, such as the math club or computer club.
Strive to create a strong sense of belonging among the students in the
classroom and celebrate diversity (Motechin, 2006).
Regular Class with Consultation
Professional development courses are available to the regular
classroom teacher, as well as consultation with the special
education staff.
The consulting teacher can provide special materials,
equipment, or methods to assist the teacher.
An itinerant teacher can be called upon to assist the student in
the classroom and provide suggestions to the regular classroom
teacher.
A classroom aide can be provided to assist the student with note
taking and positive social interaction (Hallahan and Kauffman,
2006).
Resource Teacher
The resource teacher will schedule sessions with the student
outside of the regular classroom to work on assignments in a
one-to-one or small group setting.
The resource teacher can also work with the student on life
skills, such as job seeking, social cues, and etiquette.
The student can work with the resource teacher during testing
to reduce stress and anxiety.
The resource room can provide a more isolated and
comfortable area in which to work (Hallahan and Kauffman,
2006).
“I would really like to play baseball, but I can’t hit the ball
and I fall down when I try to run. So now I just watch and
cheer my friends on.”
Self-Contained Special Class
A self-contained special class usually has a smaller number of
students with similar disabilities.
The teacher is specifically trained in special education and
provides all of the academic instruction throughout the day.
A special education aide is provided to assist in the program.
With the exception of such classes as music, art, or physical
education, students in a self-contained class do not participate
in daily learning activities with their non-disabled peers.
Special education students are able to participate with their non-
disabled peers as their behavior permits (Hallahan and
Kauffman, 2006).
Special Day School
The purpose of a special day school is to provide all-day
instruction for students under the guidance of a special
education staff.
Most special day school students with Asperger’s Syndrome
have been unable to find a suitable program within the public
school system due to severe social and/or emotional challenges
(National Youth Network, 2007).
There are no non-disabled students in attendance.
Homebound or Hospital Instruction
Homebound or hospital instruction is usually very short term; a
few days to a few weeks.
This option is ordinarily reserved for severe behavioral
problems.
The homebound teacher keeps in regular contact with the
classroom teacher (Hallahan and Kauffman, 2006).
Residential School
In a residential setting, the student receives academic and daily
living instruction.
Residential schools provide twenty-four hour care and
supervision away from the student’s home and community.
Students may return home for a weekend visit, but will remain
in the residential setting during the rest of the week.
This option is the most restrictive on the Continuum of
Alternative Placement (Hallahan and Kauffman, 2006).
Conclusion
Most students with Asperger’s Syndrome are able to maintain
in the regular classroom or the self-contained program.
Students are placed in the least restrictive environment (LRE)
based on their behavioral needs.
As students with Asperger’s Syndrome move through the
educational system, there are coaches and counseling services
dedicated to assisting with transitions from high school to
college to job training and career choices.
“I’m going to the prom. I got so excited that I forgot to ask
my girlfriend to go with me! I hope she comes!”
“Well, I graduate tonight, and I’m off to college. I’ll be
studying Theatre Arts.”
References
Hallahan, D., & Kauffman, J. (2006). Exceptional learners. Boston: Allyn and
Bacon
Motechin, S. (2006) What is Asperger’s Syndrome?. Retrieved September 18, 2007,
from http://www.behavioradvisor.com/AspergersSyndrome.html
National Youth Network. (2007). Day schools. Retrieved September 17, 2007,
from http://www.nationalyouth.com/dayschools.html
NICHCY. (2003). Pervasive developmental disorders. Retrieved September 17,
2007, from http://www.nichcy.org/pubs/factshe/fs20txt.htm