1. Learning to Cope

2. Asperger syndrome (AS) is a developmental disorder that is characterized by: 1 limited interests or an unusual preoccupation with a particular subject to the exclusion of other activities repetitive routines or rituals peculiarities in speech and language, such as speaking in an overly formal manner or in a monotone, or taking figures of speech literally socially and emotionally inappropriate behavior and the inability to interact successfully with peers problems with non-verbal communication, including the restricted use of gestures, limited or inappropriate facial expressions, or a peculiar, stiff gaze clumsy and uncoordinated motor movements

3.  1944, an Austrian pediatrician named Hans Asperger observed four children in his practice who had difficulty integrating socially. Although their intelligence appeared normal, the children lacked nonverbal communication skills, failed to demonstrate empathy with their peers, and were physically clumsy. Their way of speaking was either disjointed or overly formal, and their all- absorbing interest in a single topic dominated their conversations.

4.  What can be done to help the child with AS? There is no cure for Asperger syndrome or autism. Some parents swear by nutritional changes or supplements but none of that has worked for us. Your doctor may refer your child to an occupational therapist (OT) to address any sensory issues. Some areas have social skills groups for children that could be very beneficial. Try and stick to your routine as much as possible and warn your child as far in advance as you can when something is going to change. It is important to have some change, though; things don't run like clockwork in the real world and you have to try and get your child to be a bit less dependent on his routines and schedules. If your child has an OT, ask her or your doctor about brushing to calm your child. Known as the Wilbarger Protocol or Wilbarger Method, brushing is just what it sounds like-brushing the child's arms, legs, hands and feet with a small surgical brush. You will need a professional to show you how to do this, along with the joint compressions that go along with it, but it was well worth the time for us. It only took my son's OT a few minutes to demonstrate the technique, and as odd as it sounds, it really works for us.

5.  It is rumored that Bill Gates  Andy Warhol  Albert Einstein May have had Asperger http://www.associatedcontent.com/article/1656 52/frequently_asked_questions_about_asperge r.html?cat=25

6.  http://www.youtube.com/watch?v=PAtC6jPW28 U http://www.youtube.com/watch?v=PAtC6jPW28 U  Impulsiveness: work out a signal that only you and the student knows. For example, when you walk in front of their desk, they know that they should calm down. Or if you scratch your ear, they understand that they should give someone else a turn. This has proved highly effective.

7.  Misunderstandings If you find that the student has trouble understanding what other people are saying - taking literal interpretations of expressions, for example - be proactive in explaining things to him or her.

8.  Preoccupation He had researched car crashes, crash test ratings and safety reports, and knew everything there was to know about the subject. I loved his enthusiasm, but it wasn't helpful when he would blurt out statistics in the middle of English class. If you observe this behavior, be kind but firm.

9. Ways to help your students in class adjust to a child with AS. A Teacher used this method  Twelve of my sixteen AS students have agreed to stand in front of the class and take questions about their condition. This works only in high school age children - not elementary or junior high, because of maturity - but it is highly effective.

10. Other Children Using this method, the other students become comfortable with Asperger Syndrome and are unlikely to tease or to be mean to the student. At the same time, it helps the student with AS to become comfortable talking about his or her condition, and to feel confident when interacting with his or her peers

11.  Being sensitive AS is very important.  Focusing on the student’s behavior and developing ways to adapt to this behavior can be beneficial to the student and the class.  Explaining ahead of time what is going to happen next and the expectations is extremely helpful.  If this is going to become a problem for the AS student just excuse the student from the activity.