Mental Health Asperger’s Syndrome in the classroom

What is Asperger’s? “ Aspergers' Syndrome is a pervasive developmental disorder that falls within the autistic spectrum of disabilities. It is a neurological condition that primarily creates challenges in understanding social interactions”.(Stillman, 2010, p.6)

Symptoms of Asperger’s “1. Impairment in the use of nonverbal behaviours during social interaction. 2. Lack of development of relationships with peers. 3. Failure to seek to share enjoyment, interests, or achievements with other people. 4. Failure to reciprocate emotions or social gestures”. (Stillman, 2010, p.4)

Symptoms of Asperger’s “1. Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus. 2. Apparently inflexible adherence to specific, non-functional routines or rituals. 3. Stereotyped and repetitive motor mannerisms. 4. Persistent preoccupation with parts of objects”. (Stillman, 2010, p.4)

Rights for Asperger's Equal Opportunity Act 2010 Disability Discrimination Act % of children diagnosed with ASD need council or disability support 51% require special tuition 24% do not receive any additional support Almost half of people diagnosed with ASD are diagnosed with Asperger’s Syndrome. To qualify for support a child needs to take an IQ test and score below 75 The DEECD claims it cannot provide support for all. The Victorian Equal Opportunity and Human Rights Commission has launched research into the discrimination of students in Victorian schools

Issues that teachers are likely to observe in the classroom Problems with social interactions Focused areas of interest Need for a routine Language problems Anxiety and depression Problems with attention and organization Problems with motor issues including written production Display rigid behaviour (Silverman & Weinfeld, 2007)

Teaching children with Asperger’s It’s important to acknowledge that children with Asperger’s are often very intelligent Teachers need to provide opportunities for children to identify and build on their strengths Adapt lessons so the curriculum is accessible for all children Recognise and utilise the child’s strengths It’s important to make a connection (Broomfield, 2011; Silverman & Weinfeld, 2007)

Reacting to situations “[they are] dealing with sensory over-stimulation, social demands, changes of pace and subject, and a hundred misunderstandings and confusions” (Winter & Lawrence, 2011, p.45)

Getting the best from your student “One of your jobs as a teacher is to model acceptance, and accepting difference and even celebrating unusualness can have a great knock-on effect with other members of a school” (Winter & Lawrence, 2011, p.66)

Activity Break it down Working with your class: Social emotional skills

References Australian Bureau of Statistics. (2011). Autism in Australia, Retrieved March 18, 2012,from Broomfield, R. (2011). Embracing Asperger’s: A primer for parents and professionals. London: Jessica Kingsley Publishers Ltd. Do2learn (2012). Social Emotional Skills. Retrieved April 13, 2012, from BreakItDown/index.html Griffen, M. (2011, August 26, 2011). Too costly to help disabled at school. The Age Silverman, S. & Weinfeld, R. (2007). School success for kids with Asperger’s syndrome: a practical guide for parents and teachers. Naperville: Prufrock press. Stillman, W. (2010). The everything parents guide to children with Aspergers syndrome. 2 nd ed. USA: Adams Media. Stillman, W. (2010). When your child has Aspergers. USA: Adams Media. Victorian Equal Opportunity and Human Rights Commission. Research into experiences of students with disability in Victorian schools. Retrieved March 18, 2012,from Victorian Equal Opportunity and Human Rights Commission. (January 2012). Access to education. Retrieved March 18, 2012, from Winter, M., & Lawrence, C. (2011). Asperger’s Syndrome: What teachers need to know. London: Jessica Kingsley Publishers. Picture of puzzle fromhttp://