What’s the difference?

Strategies for teachers

1. Difficulties with language

* tendency to make irrelevent comments, to interrupt, talk on one topic and to talk over the speech of others.

* difficulty understanding complex language, following directions and understanding intent of words with multiple meanings

Related teaching strategies:-

* teach appropriate opening comments, teach student to ask for assistance when confused.

* teach rules and cues regarding turn-taking in conversation and when to reply, interrupt or change the topic

* encourage the student to ask for an instruction to be repeated, simplified or written down if he does not understand

* pause between instructions and check understanding
* limit oral questions to a number a pupil can manage

Teaching assistant tips:-

* small group instruction for conversational skills, use video and audiotaped conversations

* watch videos to identify nonverbal expressions and their meanings

* explain metahoprs and words with double meanings

2. Insistence on sameness

* wherever possible prepare the pupil for potential change

3. Impairment in social interaction

* difficulty understanding the rules of interaction, may be naive and also interprets literally what is said

* difficulty reading the emotions of others, lacks tact and has problems wit social distance

* difficulty understanding “unwritten rules” and when they of learn them, may apply them

Related teaching strategies:-

* provide clear expectations and rules of behaviour

* explicitly teach rules of social conduct

* teach pupil how to interact through social stories, modelling and role playing

* educate peers about how to respond to the pupil’s aspergers in social interaction

* use other children as cues to indicate what to do

Teaching assistant tips:-

* may need to provide supervision and support for the student at breaks and use a buddy system to assist the pupil during non-structured times

4. Restricted range of interests

* limit long detailed discussion and questions

* provide opportunities for the pupil to pursue his own interests and incorporate and expand on interest in assignments and activities

5. Poor concentration

* often off task, distractable

* may be disorganised and have difficulty sustaining attention

Related teacher strategies:-

* frequent teacher feedback and redirection, break down assignments and reduced homework assignments. Time work sessions

* seating at the front and use of nonverbal cues to get attention

6. Poor organisational skills

* use schedules and calenders, maintain list of assignments and help pupils to use “to do” lists and checklists

7. Poor motor coordination

Teacher strategies:-

* take slower writing speed into account when giving assigments or consider the use of compuer for all assignments

* provide extra time for tests in class and teaching assistants…

* involve and support in fitness activities but give preference to fitness activities rather than competitive sports

8. Academic difficulties

* usually average to above average intelligence, with good recall of factual information

* areas of difficulty inclue poor problem solving, comprehension problems and difficulty with abstract concepts. Often strong in word recognition and may learn to read very early, but with difficulty with comprehension

* may do well at mathematical computations but have difficulty with problem solving

* don’t assume that the pupil has understood simply because they can restate the information

* be as clear and concrete as possible in presenting new concepts and abstract material. Use activity based learning where possible

* break down tasks into smaller steps or present it another way

* provide direct instruction as well as modelling, show examples of what is required.

* Avoid verbal overload nd capitalize on strengths, e.g., memory.

* Do not assume that they have understood what they have read.

9. Emotional vulnerability

* may have difficulties coping with the social and emotional demands of the school

* easily stressed due to flexibility

* Often have low self-esteme, have difficulty tolerating making mistakes and prone to depression

* May have rage reactions and temper outbursts

Related teaching strategies:-

* provide praise and tell the student what he/he does right or well

* teach the pupil to ask for help

* teach techniques for coping with difficult situations and for dealing with stress

* help the pupil to understand his/her behaviour and reactions of others

10. Sensory Sensitivities

* most common sensitivities involve sound and touch, but also taste, light intensity, colours and aromas

* types of noises that may be perceived as extremely intense are - sudden unexpected nosises such as telephone ringing, fire alarm, high pitched continuous noise, confusing complex or multiple sounds

Related teaching strategies:-

* be aware that normal levels of auditory and visual input can be perceived by the pupil

* keep the level of stimulation within the pupil’s ability to cope

* minimise background noise, use ear plugs where necessary

More information

www.senteacher.org