Psychology

Johanson, M. (2006). Teaching Children with Asperger Syndrome. Retrieved on April 6,
2010 from fileEteaching_children_with_asperger_syndrome_pg3.html

The article first describes the condition, its signs, and brain functions in children suffering from AS. Aspergers syndrome (AS) was discovered by Hans Asperger who first described the condition as a set of behavior patterns common in some of his patients particularly males. He noticed that the boys had bad social skills, could not communicate properly with others, and had poor coordination. It has been noted that the onset of AS is delayed as compared to autism. Most children are diagnosed with AS at the age of three with some being diagnosed between the ages of 5 and 9 years (Bligh, 2009).
The main features of AS are poor social skills, obsessions, communication difficulties, and some strange behaviors. Children suffering from AS have few or lack facial expressions and experience difficulties in reading body language. They are likely to involve in obsessive routines and show a strange sensitivity to sensory stimuli. Such strange sensitivity and obsessions can include being disturbed by light which others cannot see, covering ears to obstruct sound, or like putting on clothes made on a specific fabric.

Current research on AS indicates the prevalence at 0.003, with high prevalence being recorded in male children. Children who have been diagnosed with AS and have been identified by the school administration are grouped as children with disability. Since the symptoms exhibited by children with AS are similar to those of autism, they are normally described as having high functioning autism. The main focus of this paper is on the education of children who have been diagnosed with AS and are grouped under a special group referred to as children with disability (Stokes, 2009).

Stokes, S. (2009). Children with Aspergers Syndrome CharacteristicsLearning Styles and
Intervention Strategies. Retrieved on April 6, 2010 from fileEmay.htm20teaching 20strategies.htm

The article describes the condition and its associated symptoms. It gives information on learning styles and strategies for educating children diagnosed with AS. It tackles the issue of training the educational staff and the peer groups. There is also information on characteristic and learning styles which should be used in educating children suffering form AS. Apart from education, it also handles personal and social relations difficulties which can face these children, and also intervention measures.

There is need to train staff and peers who are likely to interact with a child diagnosed with AS. The training is focused on the peculiar features of the condition and educational needs of these of children. Such matters are considered confidential and should be discussed with the parent of the child first (Stokes, 2009). The parent needs to provide a written consent before peer training can be offered. On training the staff on AS, they should be informed on unique features and characteristics associated with AS. The staff should know that these children have developmental problem which makes them behave and respond differently from others. Educational staff needs to know that behaviors showed by these children are not intentional and manipulative (Stokes, 2009).

There is also need to carry out child specific training for a staff who will be directly involved with the child. They need to appreciate the individual strengths and weaknesses of the child before being involved with the child. The training of this nature should be provided by people who are used to the child and knows their problems. This may include the previous teacher, speechlanguage pathologist, occupational therapists, teacher aid, and more so the parent of the child (Stokes, 2009).

The peers or classmates of a child diagnosed with AS should be informed on unique learning and behaviors associated with AS. The parents should always be informed in case of such trainings. There are several peer training protocols developed by different organizations. They are created according to the age of the children with the disorder (Stokes, 2009).

There are specific characteristics and learning styles which are associated with AS. They are important in learning and planning a proper program for these children. Children diagnosed with AS experience problems in assimilating the incoming information (Stokes, 2009). Their brains ability to receive, store, and use information given is not the same as those of normal children. This disability results in an unusual view of the world. Because of these differences, teaching approaches to children having AS should be different from those of neuro-typically developing children (Stokes, 2009).

Children suffering from AS typically show strengths in the way they process visual information while they show weakness in processing information delivered auditorilly. Because of the visual strengths, use of visual methods of teaching accompanied with visual support strategies, should always be used to help children suffering from AS to understand their surrounding (Stokes, 2009).

The most adequate treatment for AS include treatments that tackles the three main symptoms of the disorder, which are poor communication skills, repetitive routines, and physical clumsiness. There is not definitive treatment for all children suffering form AS, but most therapists believe that earlier intervention is the best approach. The best program should focus on the interest of the child, give a predictable schedule, teaches simple tasks as a range of simple steps, actively involves the attention of the child in a highly structured activity, and provides consistent behavioral support (Stokes, 2009).The program should include social skills training, cognitive behavioral therapy, and medications for accompanying conditions like depression and anxiety, physical therapy for the children with coordination problems, and parental trainings and support on behavioral techniques to use at home (Stokes, 2009).

Effective treatment involves earlier intervention. With good intervention, children with AS can learn how to live with their disabilities, although they can still experience some difficulties with social situations and personal relationships. Most adults diagnosed with AS are capable of working effectively in mainstream jobs, however, they still require encouragement and moral support to hold an independent life (Stokes, 2009).

Bligh, S. (2009). Asperger Syndrome Teaching Strategies and Social Language Groups.
Retrieved on April 6, 2010 from httpwww.ncpublicschools.orgdocsecinstructionalautismasperger.ppt

The author of the article, Bligh S, runs a speech therapy center in Oak Park Illinois. In this article, she discusses Asperger s syndrome in relation to education of children suffering from the condition. The article brings insight in evaluation of children suffering, their academic evaluation, classroom accommodation, academic tests, and speech and language evaluation

In classroom accommodations, there is need to inform the staff on the disabilities of the child.  The staff needs to prepare to work with a child suffering from AS through training. Children with AS have difficulties in learning therefore they should be accorded with more learning time (Bligh, 2009).
They have problems in keeping track of routine information such as work, dates, and notes. The teacher needs to recommend a 3 ring binder for the child which should contain assignment note book, take home folder, give to the teacher folder, home work folder, extra s pockets, labels, reinforcements, and papers (Bligh, 2009).

The act of putting various books in different folders enables the student to be organized, informs the parent on the progress of the child, teaches the child to be responsible, and creates a routine. It also enables the child to plan ahead, informs them of changes in the schedule, and makes it easy to check their work (Bligh, 2009).

Collard, C. (2010). Encouraging Communication in Children with Asperger Syndrome.
Retrieved on April 6, 2010 from
fileEEncouraging-Communication-in-Children-with-Asperger-Syndrome.htm

The article contains the communication strategies which can be used to encourage communication in children suffering from autism spectrum disorders where AS is also included. It proposes several strategies like sign language, option approach, and picture symbols among other methods.  Since most children diagnosed with this condition may experience speech problems, it boosts their communication skills.

Applications of picture symbols have proved very useful in encouraging children suffering from Aspergers syndrome. The most famous method of this strategy is referred to as picture exchange communication system (PECS). It entails the use of behaviorally based system to persuade the child to a picture card for anything that heshe may need. This method is very significant especially for children who cannot speak, or those who experience speech difficulties. The teaching staff needs to regulate the use of picture cards because some children may decide to use the cards to avoid speech and this is likely to lower their verbal communication (Collard, 2010). This method helps children with speech difficulties to speak the words on the cards at the start of the strategy, but they later expand to use wider vocabulary. It has also been proved to lower tantrums because the children are able to express themselves in a more satisfactory manner (Collard, 2010).

The second strategy is the use of sign language. This strategy has been in use with children diagnosed by autistic spectrum. There are two major reasons why sign language is used, first as an alternative to speech and also as a way of promoting speech development. Most of the times, the use of sign language encourages children to learn speech, it is also simple, and precise as compared to spoken language. It is also possible to demonstrate to children, since it all involves the use of hands in expressing the information. Most professionals prefer the use of a total communication method which encompasses the use of sign language and speech together. It has been found that children with autism are sometimes not able to learn speech in a normal manner therefore this method is the best (Collard, 2010).

The third approach is option approach. It is also referred to as Son-Rise Program. It is based on the principle that the child is likely to do the best he can and the instructor puts hisher self in the shoes of the child, put them in the everyday life with love and not judging. There is need to use a special room which lowers the external interruptions for the child. Although this process is quite involving and is likely to interrupt family life, it is very efficient (Collard, 2010).

Stewart, K.  Sinclair, M. (2009). Teaching and Learning Approaches for Children With
Asperger s Syndrome. Retrieved on April 7, 2010 from
httpwebcache.googleusercontent.comsearchqcacheOIDvqlkpbbsJwww.nipissingu.caeducationthomasrAQSpecEd1235PaPresentationsAspergersSyndrome.pptEducatingChildrenwithAspergersSyndromecd52hlenctclnkglkeclientfirefox-a

The article describes AS as a condition which results in physical and behavioral traits that imposes educational challenges to the sufferers. It furthers states that the condition can affect children of all ages more so those at middle school levels. Since the condition is not easy to diagnose, it can sometimes be assumed resulting in impairment of the learning process. Although children with AS have average or above average IQ, they have behavioral problems which can annoy other people who are not aware of their problem. As a result of this, there is need to identify them and give the necessary attention they require (Stewart,  Sinclair, 2009).

Since these children are hypersensitive to sensory stimuli, the article suggests that the following strategies be adopted to enable them learn. They include visual cues which involves black and white pictures, use of light tactile sensations, and auditory cues. They should also be involved in manipulative activities like weight bearing activities which helps them organize their sensory information. They should be involved in computer programs like memory activities, sequencing, and word finding among other programs. These programs enable these children to improve their memeory (Stewart,  Sinclair, 2009).