What is Asperger syndrome?
A Viennese pediatrician named Hans Asperger in 1944 first discovered Asperger Syndrome. Asperger syndrome is defined as a pervasive developmental disorder or as an autistic spectrum disorder in the mildest and highest functioning end of the spectrum. It is categorized by abnormalities in social behavior, communicative language, and obsessive temperamental behavior. Since Asperger Disorder (syndrome) has only been recognized by the American Psychiatric Association, (APA), since 1994 most early childhood educators are just now beginning to learn characteristics and effective interventions to use with these students in their classrooms. According to APA, AS students can have the following characteristics: impairment in social interaction; restricted repetitive and stereotyped patterns of behavior, interest, and activities; and behaviors which cause clinically significant impairments in social, occupational, or other important areas of functioning. Even though Asperger syndrome is similar in some way to autism there are some important differences. Children with AS usually function better than those with autism meaning these children usually have normal intelligence and near-normal language development. That being said, children with Asperger syndrome may develop problems communication with others such as peers when they get older.
One of my articles suggest that the genes regulating glutamate, serotonin, and gama-aminobutiric acid and their interactions may relate to possible causative factors in autism. The article also reported a tendency for Asperger syndrome to occur in families and at times pass directly from father to son. Asperger syndrome may affect 1 in 150 children under the age of ten. If the data were to include adults, more than one million people in the United States have an autistic-related disorder.
Through my research I have found that children with Asperger syndrome can learn to express themselves through the arts. Art can include: drawing, coloring, paint, writing, etc. In doing some type of art the student learns to communicate through his or her artworks and develop social skills. When creating art students are engaged in a fun and memorable, hands-on learning experience. In my website I discussed how students with Asperger syndrome can also express themselves by writing in what we call and life book. Life books are a great way to encourage students to be freedom writers and express themselves.
Also through my research, I have discovered that children with AS often exhibit no significant cognitive delays or impairments in language development. They often speak and read during early childhood years. Once children with Asperger syndrome reach school age it has been found that they struggle in the classroom because they become frustrated with novel learning situations. The students also have trouble understanding complex social interactions which intern affect the child's reading comprehension. It has been reported that children with AS have strengths in oral expression and reading recognition but have weaknesses in written expression, critical thinking, and comprehension.
Children with Asperger syndrome present a wide variety of disabilities, which makes servicing them as an educator very difficult. It is our job as teachers to make these children successful in the classroom and outside of the classroom. I accept this challenge and hope to help my fellow educators raise up to the challenge as well.
“Education institutions are obligated to educate all school personnel who will interact with the Asperger's syndrome child to accommodate for their special needs.”
One of my articles suggest that the genes regulating glutamate, serotonin, and gama-aminobutiric acid and their interactions may relate to possible causative factors in autism. The article also reported a tendency for Asperger syndrome to occur in families and at times pass directly from father to son. Asperger syndrome may affect 1 in 150 children under the age of ten. If the data were to include adults, more than one million people in the United States have an autistic-related disorder.
Through my research I have found that children with Asperger syndrome can learn to express themselves through the arts. Art can include: drawing, coloring, paint, writing, etc. In doing some type of art the student learns to communicate through his or her artworks and develop social skills. When creating art students are engaged in a fun and memorable, hands-on learning experience. In my website I discussed how students with Asperger syndrome can also express themselves by writing in what we call and life book. Life books are a great way to encourage students to be freedom writers and express themselves.
Also through my research, I have discovered that children with AS often exhibit no significant cognitive delays or impairments in language development. They often speak and read during early childhood years. Once children with Asperger syndrome reach school age it has been found that they struggle in the classroom because they become frustrated with novel learning situations. The students also have trouble understanding complex social interactions which intern affect the child's reading comprehension. It has been reported that children with AS have strengths in oral expression and reading recognition but have weaknesses in written expression, critical thinking, and comprehension.
Children with Asperger syndrome present a wide variety of disabilities, which makes servicing them as an educator very difficult. It is our job as teachers to make these children successful in the classroom and outside of the classroom. I accept this challenge and hope to help my fellow educators raise up to the challenge as well.
“Education institutions are obligated to educate all school personnel who will interact with the Asperger's syndrome child to accommodate for their special needs.”
Fine, L., & Myers, J. W. (2004). Understanding students with asperger's syndrome. Phi Delta Kappa Fastbacks, (520), 3,7-39. Retrieved from http://libproxy.library.unt.edu:7125/docview/203654515
Foley, M., Assouline, S. G., & Stinson, R. D. (2004). Understanding asperger disorder: A primer for early childhood educators. Early Childhood Education Journal, 32(3), 199-203. Retrieved from http://libproxy.library.unt.edu:2768/content/56/2/77
Griffin, H. (2006). Educational interventions for individuals with asperger syndrome. Intervention in School and Clinic, 41(3), 150-155. Retrieved from http://libproxy.library.unt.edu:7125/docview/211749266
Woodbury-Smith, M. R., & Volkmar, F. R. (2008). Asperger syndrome. European Child & Adolescent Psychiatry, 18(1), 2-11. Retrieved from http://libproxy.library.unt.edu:7125/docview/214267459
Foley, M., Assouline, S. G., & Stinson, R. D. (2004). Understanding asperger disorder: A primer for early childhood educators. Early Childhood Education Journal, 32(3), 199-203. Retrieved from http://libproxy.library.unt.edu:2768/content/56/2/77
Griffin, H. (2006). Educational interventions for individuals with asperger syndrome. Intervention in School and Clinic, 41(3), 150-155. Retrieved from http://libproxy.library.unt.edu:7125/docview/211749266
Woodbury-Smith, M. R., & Volkmar, F. R. (2008). Asperger syndrome. European Child & Adolescent Psychiatry, 18(1), 2-11. Retrieved from http://libproxy.library.unt.edu:7125/docview/214267459