Public Helping students with Asperger Syndrome in mainstream classes A classroom survival guide from the Derbyshire Autism Training group Public This booklet summarises material from the course “A survival guide to working with pupils with Asperger Disorder”, which is for teachers and assistanassistantsts working with Y5 to Y11 in mainstream schools. It introduces teaching and classroom structure approaches useful to this group. The course appears regularly in Derbyshire’s Course and Conference programme. The booklet was prepared by the following members of the Derbyshire Autism Training Group:Group:Group: • Jeanette Saxby, Peak School Autism Outreach • Joyce Hart, Holbrook Autism Outreach • Larraine Gooch, Holbrook Autism Outreach and Support Service for Special Educational Needs • LoLoLorraineLorraine Foye, Peak School Autism Outreach and SSSEN Other contributors to the Asperger Syndrome course are: • Eileen Cherry, SSSEN • Andrea Higgins, Derbyshire Educational Psychology Service • Tina Shewring, North Derbyshire Community PCT Speech and Language Therapy Service David Hart, currently special education review project manager, helped with the editing and layout of the booklet. 2 Public Asperger syndrome has wide effects on all aspects of life. It is sometimes described as a “mild form of autism” --- but one papaparentparent said, “My child doesn’t have mild anythinganythinganything”. Most students with Asperger syndrome can achieve in mainstream schooling; but schools need to make reasonable adjustments, like those set out here, in accordance with good practice and their legal duties ununderder the SEN and Disability Act. Many people with Asperger syndrome report that they are visual learners. We have tried to reflect this in the layout of the booklet.booklet.booklet. People with Asperger Syndrome do not necessarily think they have a problem. They may be hhappyappy with their distinctive ways of experiencing and being. Remember with this group, as with othersothersothers,others,,, that it is situations and society which disable. One of the differences in autistic spectrum disorder is said to be the ability to empathise. Those of us who claim good empathic skills should be careful to use them to seek to understand the position of the different person, not just to see them as a problem. What people with ASDsASDsASDs do is usually extremely rational from their point of view. People with AspergAspergerer syndrome may be capable of high academic achievement. Their abilities ––– like singlesingle----mindednessmindedness and persistence ––– are often ones that are valued, and not present as often as we might like in other people. 3 Public Listening to the voices of people with AspergeAspergerr syndromesyndromesyndrome People with Asperger syndrome have provided the greatest insight into their learning and how it feels to think and experience in their distinctive ways. These books either areeither are by people with Asperger syndrome or carefully report their views: “Martian in the Playground” by Claire Sainsbury “Freaks, Geeks and Asperger Syndrome” by Luke Jackson “Asperger’s Syndrome ––– a Guide for Parents and Professionals” by Tony Attwood Support for families where there is autistic spectrum disorder, includingincludingincluding Asperger syndrome, is available from the Derbyshire Autistic Support Group, 173 Nottingham Road, Alfreton DE55 7FL, phone 01773 835800. 4 Public HELPING STUDENTS WITH ASPERGER SYNDROME IN MAINSTREAM CLASSES Asperger Syndrome is an Autistic Spectrum Disorder (ASD(ASD).).).). ASDs are biologically based conditions, which are lifelong. People with ASDs have difficulties in a number of key areas. Hans Asperger described a group of young people who showed these key impairments, but also particular patterns of ability and diffidifficulty,culty, which were rather different from those of others with autism. These are key areas where people with ASDs have difficulties: LANGUAGE AND SOCIAL COMMUNICATION INTERACTION AND RELATIONSHIPS RIGIDITY AND LACK OF FLEXIBILITY SENSORY PROCESSING PePePeoplePeople with ASD vary greatly, and show different patterns of difficulty within these four areas. People with Asperger syndrome tend to be more able than most people with autism. They often have wide use of language, but they find the social use of language ddifficult,ifficult, and have difficulty in understanding social situations and how other people “tick”. Difficulties in these areas can have tremendous implications in the classroom. In the following pages, you will find information about each of these areas, hintshints,, and tips that are useful in the classroom. 5 Public COMMUNICATION Understanding, particularly of cccomplexcomplex and lengthy instructions • All pupils with Asperger syndrome have some difficulties with language and communication. This is part of what having this disorder means. • They may be very articulate but do not assume they have an equivalent functional understanding • This is also true for reading comprehension; American usage is to refer to “hyperlexia”, where there are high-level decoding skills, but comprehension and functional use of reading are much poorer. • By the time you get to the end of the instruction pupils may have forgotten about the beginning. • The individual pupil may not apply instructions given to the whole class to him or herself. How you may see thithiss in school • The pupil may be confused by instructions and only respond to part of the instruction. • After the instruction is given the class responds but the individual pupil does not, so that they may appear - 6 Public confused unresponsive inappropriate in their response stuck on persisting with a previous set task stuck on a task or preoccupation of his or her own choice. • The pupil may only respond to the part of the instruction that he or she has heard • They may be copying the actions of their peers rather than having understood the instruction (often people with ASD are visual learners and rely on visual information) • The pupil may not appear to be listening even when they are – They may not make eye contact because they find this over-stimulates and is too hard for them They may avoid eye contact to give them time for processing a set task or a preoccupation They may reduce anxiety and uncertainty by “fiddling” or keeping on with a private task. What you can do to help • Keep instructions clear and unambiguous. • Break instructions down into steps. • Cue the student in by saying their name before the instruction. • Give them time to process the instruction. Do not be tempted to repeat until this is done. • Unless you realise you have given too complex an instruction, do not rephrase the instruction when you repeat it. This may require the student to process the instruction again from scratch. 7 Public • Support with visual cues as often as is possible, so that, where possible, the information needed can be gained from the stronger visual channels. • Work will need to be differentiated with all of this in mind Understanding of idioms, irony, jokes and sarcasm • Pupils with Asperger syndrome often have literal understanding. • In consequence, they may not know the subtler meanings of common expressions and idioms individually. We use metaphors all the time – “Pull your socks up” “She hit the roof” “Keep your hair on” “You’ll catch your death of cold”. In all these, the literal understanding is not the intended meaning. • Pupils may find slapstick and visual humour easier to follow. • Pupils generally do not understand sarcasm, or know it is an attack on them without being able to respond appropriately or in kind. How you may see this in school • The student may become upset or anxious, particularly if others are laughing and he or she cannot understand why. • Pupils may appear confused. • They may display inappropriate reactions such as laughing too loudly or long and hitting out at others. 8 Public • The noise and movement of their peers may distress pupils. (This may also be due to sensory overload.) • The distress and anxiety of the situation may cause obsessional behaviours to occur. What you can do to help • Say what you mean and mean what you say. • Be aware of your own use of language, and explain idioms if necessary. • Give clear instructions. • Avoid irony and sarcasm wherever possible, even if you think the class “is used to your ways”. • Encourage pupils to ask if they do not understand, and be prepared to explain again. • Consider changing your style for the whole class- this will probably result in a higher general level of understanding of and learning from your lessons. • Be aware of and responsive to the pupil’s reactions. Poor awareness of facial expression, body language, ... gesture and intonation • Pupils may have poor awareness of their own facial expression, body language, gesture and intonation, and may use them inappropriately or within a restricted range. • Pupils may be unable to interpret body language and emotions in themselves and/or others. 9 Public • The pupil, adult and peers may find interaction difficult due to the poor interpretation of social signals on both sides. • This leaves the pupil vulnerable to bullying and teasing. Boys with Asperger syndrome are especially subject to homophobic bullying, because they are not generally good at joining in “laddish” banter or horseplay and their interests may be different from those of the crowd. How you may see this in school • The pupil may not respond to the underlying ‘meaning’ of gesture and body language. This may lead