What’s the difference?

             What is Asperger’s syndrome?

Asperger’s syndrome(AS) is thought to be a form of autism, and children with AS share many of the characteristics of autism, although in a milder form. Asperger’s syndrome will affect each pupil in different ways and these include:

* Social communication - The verbal language of a pupil with AS appears formal, often limited to set phrases. A pupil with AS interprets what is said literally, and this causes problems because he or she misunderstnds what is meant. AS pupils have difficulty in starting to talk to others, keeping going and putting right mistakes in convesrsation. While they will happily talk for hours about a subject that interests them, they will not take the other person’s interests into account. They also find it difficult to recognise the usual rules of listening, reflecting and taking turns that apply in normal conversation.

* Social interaction - Pupils with AS face difficulties relating to others, especially other pupils, who may find them odd and awkward in their attempts at making friends. They have to be specifically taught social skills, and even then will have difficulty in using those skills in different situations. They are likely to find it difficult to show or recognise emotion (both in themselves and others) and in understanding facial expression, eye contact and other non-verbal communication. Pupils with AS say exactly what they mean, and will not understand the ned to adapt what they say because of the effect it may have on others.

* Imagination - Pupils with AS have a restricted range of interests, and sometimes only one, which turns into an obsession. They usually prefer factual information to fiction, and can be extremely knowledgeable on a special subject, but find it difficult to make up stories. If they do show an interest in fictional characters and stories, they will tend to prefer exaggerated caricututes such as cartoon sories of horror stories, where the emotions displayed are overstated.

* Reliance - Pupils with AS often rely heavily on routine. Unexpected happenings and changes in routine can cause extreme anxiety. * Cluminess - A typiecal characteristic of AS is cluminess, both in larger movements (general coordination) and smaller movements like handwriting.

What are the learning implications?

* Pupils with AS like routines and become anxious if these are altered

* They are often unaware of others’ feelings so may not be included by classmates

* As they take things literally, there will be difficulties in understanding English literature or religious studies

* PE may be difficult because of their cluminess

* Pupils may have an ususually accurate memory for detail

* One idea might lead to another that seems irrelevent

* They may have trouble understanding what they read

How might the Teaching Assistant give support?

* give clear and precise directions: check understanding

* prepare for changes well in advance* ensure a structured timetable and daily plans

* apply rules consistently

* give plenty of prasie nd reassurance to reduce anxiety

* use stories and role play to teach social skills

* make use of computers

* ensure that teachers and classmates are aware of the features of AS

* encourage inclusion in social situations

More information

www.nas.org.uk