Asperger’s and an Inclusive Classroom

Educating Exceptional StudentsSpring 2009

Asperger’s and an Inclusive Classroom

Mia Cotroneo2008- 2010 Curriculum & Instruction Student

Seattle Pacific University

June 1, 2009


Overview

This presentation entails the background information on Asperger’s Syndrome, a subcategory of Autism Spectrum Disorders, and the controversial topic of inclusion of these students into general education classrooms.

Information in this presentation will be presented on specific accomodations and modifications for individuals with Aspergers. This information has the potential to ease the transition of these individuals into the general education classroom and general education curriculum.

The additional goal of this information is to educate and expand the readers knowledge and perspectives on those individuals with Aspergers as well as to educate the reader on optimizing the student’s learning potential and academic success.


Autistic Spectrum Disorders and Asperger’s

Syndrome• Asperger’s disorder is a pervasive developmental

disorder that falls under the classification of an Autism Spectrum Disorder (ASD).

• Autism Spectrum Disorders is a broad term to describe a set of disorders with similarities to autism. – There are three similar areas of impairment that classify

individuals as having an ASD, these are: • Difficulty or lack of communication skills• Difficulty in social interactions• Repetitive and stereotyped patterns of behavior

(Hallahan, Kauffman, and Pullen, 2009)


Asperger’s Syndrome

• Estimates vary widely on frequency of Asperger’s Syndrome. Rates may range from 1 in 250 to 1 in10,000 individuals.

• No known racial predilection has been identified.

• The estimated male-to-female ratio is approximately 4:1.

• Asperger disorder is generally evident in children older than 3 years

(Brasic, 2009)


Asperger’s• Characteristics specific to Asperger’s Syndrome

– Those with Asperger’s:• exhibit the three trademark ASD characteristics but to a

more mild extent than autism. • do not demonstrate a significant language delay

(American Psychiatric Association, 2000) • Have higher intelligence and communication skills than

those with autism• Demonstrate idiosyncratic and language related behaviors

– The hallmark difficulty for this disorder is in social interactions

• Inept at reading social cues around them• Difficulties with pragmatics

– Abnormal voice inflection– Engagement in monologues– Verbal repetition



Asperger’s– Some impairments in cognitive processing and sensory

perception exist.(Hallahan, Kauffman, and Pullen, 2009)

• Common physical symptoms include:– Early childhood motor delays– Fine motor difficulty– Odd movements

(Brasic, 2009)


Inclusion of Students with Disabilities

“The mere physical inclusion of students with disabilities is not enough to develop social or academic success. Conscientious planning and

preparedness is what is needed. The diversity of needs calls for a diverse repertoire of strategies.”

(Kroeger and Kouche, 2006)“Accountability for all students to make academic and social gains has

become increasingly important.” (Dukes and Lamar- Dukes, 2009)

• Inclusion is a controversial movement within education about integrating students with disabilities into general education classrooms

• There are key elements to most inclusion definitions for students with disabilities. These generalities of definition include: – All students with disabilities- regardless of severity– All students attend neighborhood schools– Idea that General education, not special education, assumes primary

responsibility for all students with disabilities(Hallahan, Kauffman, and Pullen, 2009)


The Inclusion Argument• Advocate Argument

– There is a purveying philosophy that all children can learn and that we need to support children in their learning.

– Cite disappointing outcomes for students with disabilities in traditional special education programs, thus a need for change

– Cite a growing body of literature describing favorable outcomes for exceptional students taught in the general education classroom

– The increased opportunity for social interaction with typically developing peers as well as opportunities for higher level curriculum exposure

• Opponent Argument– Question the possibility of

teaching classes with a broad spectrum of abilities

– Challenge the motives of those who wish to create inclusive schooling environments

– Question the current level and

prospective level of training required to create successful inclusive classroom environments.


Educating those with Asperger’s

• Educational Considerations for Asperger Syndrome students in inclusive settings:– Despite the fact that IDEIA establishes the necessity for an appropriate

educational program for these students, this program may not be necessarily ideal for the individual.

– No single program, services, or schedule exists that is appropriate for all children with Aspergers. Each student is an individual with individual needs to support his or her education

(Autism Society of America, 2009).– Many autistic symptoms are unusual and resistant to remediation.

Characteristics of Aspergers are similar, yet still different from other ASD, thus ‘blanket’ modifications and accommodations for ASD will not be appropriate

– Suggestions:• The greatest area of need is in communication and social skills• “The notion of hidden curriculum refers to the dos and don’ts of

everyday living that most people learn incidentally but those with Aspergers do not”



Aspergers and Education Continued. . .

• Educational programming should include:– Direct instruction of skills– Use of functional behavior assessment and positive

behavioral intervention and support– Instruction in natural settings

– Scientifically based interventions• Direct instruction• Behavior management• Instruction in natural settings

(Hallahan, Lloyd, Kauffman, Weiss, & Martinez, 2005; as cited in Hallahan, Kauffman, and Pullen, 2009)

– Educational Strategies• There needs to be an explicitness of instruction for students with

Aspergers


Education and Aspergers Continued

• Researchers have shown 2 types of strategies for teaching social skills1. Social Interpreting- a person who can mediate

confusing events into meaningful interactions through explanation and clarification- SODA technique

2. Coaching- a person whom helps those with Aspergers prepare ahead and during social interactions

(Myles, 2003; as cited in Hallahan, Kauffman, and Pullen, 2009)


Inclusion Benefits to Asperger’s students“ . . .due to their learning style, children with ASD benefit from

educational intervention from knowledgeable, trained teachers (lovannone, Dunlap, & Kincaid, 2003; Jones, 2002;

as cited in Roberts, Keane, & Clark, 2009)

• Asperger students are higher functioning that other ASD students and thus benefit from greater stimulation that general education classrooms provide (Roberts, Keane, & Clark, 2009)

• general education classrooms offer easier access to the full curriculum and peer interactions (Roberts, Keane, and Clark, 2008)


Challenges to Inclusion of Students with Aspergers• Some studies suggests that at some point a need for specialized

curricula and teaching approaches during the educational process will be necessary. (Roberts, Keane, and Clark, 2008).

• Stedman (1997) that students with disabilities may struggle in general education classrooms because their skill levels are still well below that of other students. (as cited in Kroeger and Kouche, 2006).

• Due to the higher- functioning of Asperger students, they are more aware of their differences and as a result may struggle building relationships with peers and motivationally


Recommended General Accomodations

• Although each individual is unique and the student and family should be consulted regarding accommodations, the following accommodations may be helpful to students with Asperger's Disorder and high-functioning Autism:– warning and preparation when changes are anticipated

• clearly established and ordered routines• Use visual organizers for daily routine, and highlight any changes in

routine.– planning and practicing of communication strategies and social

routines – earplugs or noise-canceling headsets in hallways or lunchroom – a quiet area where the student can take a time-out if necessary – visual schedules and graphic organizers – visual or written, rather than auditory, instructions – computer use, especially word processing for writing – note taker

(AccessSTEM, 2009)


Recommended General Modifications

• Modifications are those changes in the learning goals of the student. These modifications should be present in the students Individualized Education Plan (IEP)

• Examples of modifications that may be used for those with Aspergers. – Varying content to be learned

• Amount of time to learn the concepts• The difficulty level of the subject matter

– Vary the criterion for assessment of learning• Pass or fail versus graded• portfolio

– Varying the required response format• Allow the students indivdual needs to determine the response format that

best allows for acheivement of learning goal• Examples: oral versus written, or the frequency of responses needed to

signify understanding

(Arlien and Gable, 1996)


Specific Accomodations and Modifications to Aspergers• These students have strong verbal skills compared to other ASD

students. Despite this, they still work better with short, direct, and concrete verbal cues.

• Individuals with Asperger’s specific language difficulties are:– Taking comments literally- avoid slang or expressions of speech– Interpreting tone and expression- avoid sarcasam or ‘meaningful

looks’ (Arlien and Gable, 1996)• When presenting multi-step directions, pause between instructions

on multi-step tasks and check for comprehension. • Abstract thinking is difficult for these students- incorporate visual

cutes and structured organizers for them to follow. • It is very normal for students with Asperger’s to become easily

frustrated and agitated. Avoid situations that might produce "sensory overload" for the student and allow them a place to decompress

• Eye contact is difficult for many students with Asperger's Disorder. Rather than asking for it, props grab their attention well. Changing props while speaking helps engage them in the discussion.



Modifications Continued . . .

• Generalization is very difficult for these students- rehearsal of knowledge and skills is key to transfer.

• Provide clear expectations and rules for behavior- these students are often unaware of what is acceptable

• Foster social skills by direct instruction and teach the student how to interact through social stories, modeling and role-playing.

• Students with Aspergers have difficulty with handwriting- allow for additional time for hand written work or perhaps allow for them to use compters to type work.

• Speech is typically an issue with these students, if needed arrange for speech services and provide ample opportunities in class for participation in small groups settings or one-on-one for practice

• Due to their social unawareness but high funcitoning, students with Aspergers may recognize bullying and peer rejection. Learn to recognize these situations and the students reaction to them for mediation. Added suggestions include:– A ‘safe’ peer buddy to help them move about the school or do work– Plan- out suggestions for them to say or do in these situations



In ConclusionClassrooms are becoming more diverse than they have ever been. The diversity of students and abilities is challenging, yet poses opportunities for understanding and growth through that diversity. The simple inclusion of students such as those with Asperger’s in the general education environment is not enough. Teachers must adapt not only their philosophies on learning, but their instruction, approaches, and learning environments as well.

It is my suggestion that teachers in inclusive environments take care to educate themselves to the greatest extent possible under their circumstances to understand the student and their needs. I further this by stating that adjustment and effectiveness does come over time, not off the bat. Inclusion of those with disabilities can be challenging, but very rewarding to all those involved.


References• AccessSTEM. (n.d.). What are typical challenges and accommodations for students

with Asperger's Disorder and high-functioning Autism? Retrieved on May 28, 2009, from https://www.washington.edu/doit/Stem/articles?247.

• Arlien, N.L. and Gable, R.A. (1996). Accomodating sudents with special needs in general education classrooms. Preventing School Failure. Vol.41, Issue 1.

• Autism Society of America. (n.d.). Working with Individuals with Aspergers Disorder. Retrieved on May 20, 2009, from http://www.autism-society.org/site/PageServer?pagename=life_aspergers_working.

• Brasic, J.R., (n.d.). Pervasive Developmental Disorder: Asperger Syndrome. Retrieved on May 28, 2009, from http://emedicine.medscape.com/article/912296-overview.

• Dukes, C. and Lamar- Dukes, P. (2009). Inclusion by Design: Engineering inclusive practices in secondary schools. In Special Education by Design. Teaching Exceptional Children. Vol.41, No.3, pp. 16-23.

• Kroeger, S.D., and Kouche, B. (2006). Using Peer- Assisted Learning Strategies to increase Response to Intervention in Inclusive Middle Math Settings. In Instructional Strategies and Curriculum Access. Teaching Exceptional Children. Vol.38, No.5, pp.6-13.

https://www.washington.edu/doit/Stem/articles?247

http://www.autism-society.org/site/PageServer?pagename=life_aspergers_working




Resources Continued . . .• Hallahan, D.P., Kauffman, J.M., and Pullen, P.C. (2009). Learners with

Autism Spectrum Disorders. In Exceptional Learners: An introduction to special education (11th ed.). Boston: Allyn & Bacon.

• School Behavior. (2004, December 9). Classroom Strategies. In Classroom Tips: Aspergers Disorder. Retrieved May 15, 2009, from http://www.schoolbehavior.com/conditions_aspergertips.htm

• Roberts, M.A., Keane, E., and Clark, T.R. (2008). Making Inclusion Work: Autism Spectrum Australia's Satellite Class Project. In Effective Inclusion Strategies. Teaching Exceptional Children. Vol. 41, No.2, pp. 22-27.

• Whalen, C. (Ed.). (2009). Real Life, Real Progress for Children with Autism Spectrum Disorders: Strategies for successful generalization in natural environments. Baltimore: Paul H Brookes Publishing Company.

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Asperger’s and an Inclusive Classroom