Greetings from the Office of Disability Services.
Over the next several minutes, you will learn about one of our fast growing populations; a
group that can offer interesting perspectives in the class and also unique
challenges. This group is on the Autism Spectrum and is categorized as Asperger’s Syndrome.
This presentation is divided into two parts. Part one is descriptive and part two is
suggestions on how to assist in your Asperger’s student’s success.

According to the “Do-IT” organization, “Individuals
with Asperger's have average or above-average intelligence and normal language
development. Although they often have exceptionally rich vocabularies, individuals with
Asperger‘s may have an overly literal understanding of language, and their
speech patterns may be unusual. People with Asperger‘s also have difficulty interpreting
nonverbal communication, such as gestures and facial expressions.

Many individuals with Asperger's have a strong preoccupation with a particular subject matter
and may exhibit considerable knowledge, skill, and/or talent in a specific area. Some individuals
may have a heightened sensitivity to sounds, odors, or other sensory input. It is
diagnosed on the basis of a pattern of behaviors and is more common in boys than girls.” As with all disabilities, Asperger’s does not
impact all individuals in the same way. However, most with Asperger’s Syndrome do
display a triad of challenges. This triad involves issues surrounding patterns of communication,
intense interests and repetitive behaviors. Because people with Asperger’s are very literal
or concrete thinkers, and have difficulty reading facial expressions and body language,
they may exhibit what others would consider odd or different social skills. These behaviors can
range from very stiff to overly expressive. Another challenge is in regards to unexpected
change. One coping skill for people with Asperger’s is a reliance on repetition. When
unexpected changes occur, this can cause great discomfort or confusion. When possible,
try to give this student enough advanced notice to upcoming changes as to allow for the process
to sink in. This, of course, will not always be possible, but it is food for thought as
you plan your course activities. Sensory issues can be very minor or very
significant issues for a student with AS. Think about the sensory stimulation that is
involved in a classroom setting: the buzzing of the lights, the ticking of the clock, the
sound of someone eating; the feel of the tag on the shirt collar, the smell of someone’s
perfume or cologne, people whispering; people walking by the classroom and finally the
instructor talking. While most people can selectively filter out extraneous sensory input,
many on the Autism Spectrum have difficulty doing this. When you think of someone
severely autistic who may be rocking in the corner and perhaps holding their head and not
speaking a word, you may think they are eternally silent because nothing, in terms of
sensory input, is getting in. The reality is, everything is getting in and this person
is not able to filter out the many sensory stimulants coming at them. Students in
our classrooms will not have this degree of sensory sensitivity, but be aware that
issues may arise if, for example, someone is crunching potato chips in the classroom.
Another potential challenge in the classroom is that this student may have a preoccupation on a
particular subject or topic and may want to talk only about that topic exclusively. This is the end of part 1. Please join me for part
two of this presentation to learn how you can assist in your Asperger’s students’
success.

Students with Asperger’s Syndrome Unique Challenges: Part 1 Asperger’s and Sensory Related Issues Average or above average intelligence Overly literal understanding of language Different type of speech patterns Difficulty interpreting non verbal cues Preoccupation with a subject Heightened sensitively to sensory input DO-IT organization is: Disabilities, Opportunities, Internetworking, and Technology (http://www.washington.edu/doit/Faculty/articles?246) No one student is exactly like others Most of the limitations have to do with the triad of challenges: communication intense interests repetitive behaviors. Issues and Challenges Social skills Body language Communication Literal thinking Issues and Challenges (cont’d) Unexpected change Sensory sensitivity Preoccupation with a subject End of Part 1 Join me for Part 2