Helping students with asperger syndrome in mainstream classes · “Asperger’s Syndrome “Asperger’s Syndrome –––– a Guide for Parents and Professionals” a Guide for

Helping students with Helping students with Helping students with Helping students with

Asperger Syndrome in Asperger Syndrome in Asperger Syndrome in Asperger Syndrome in

mainstream classesmainstream classesmainstream classesmainstream classes

A classroom survival guide from the A classroom survival guide from the A classroom survival guide from the A classroom survival guide from the

Derbyshire Autism Training groupDerbyshire Autism Training groupDerbyshire Autism Training groupDerbyshire Autism Training group

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This booklet summarises material from the courseThis booklet summarises material from the courseThis booklet summarises material from the courseThis booklet summarises material from the course

“A survival guide to working with pupils with Asperger “A survival guide to working with pupils with Asperger “A survival guide to working with pupils with Asperger “A survival guide to working with pupils with Asperger

Disorder”, Disorder”, Disorder”, Disorder”, which is for teachers and assistanwhich is for teachers and assistanwhich is for teachers and assistanwhich is for teachers and assistants ts ts ts working working working working

with Y5 to Y11 in mainstream schools. It introduces with Y5 to Y11 in mainstream schools. It introduces with Y5 to Y11 in mainstream schools. It introduces with Y5 to Y11 in mainstream schools. It introduces

teaching and classroom structure approaches useful teaching and classroom structure approaches useful teaching and classroom structure approaches useful teaching and classroom structure approaches useful

to this group.to this group.to this group.to this group.

The course appears regularly in Derbyshire’s Course and The course appears regularly in Derbyshire’s Course and The course appears regularly in Derbyshire’s Course and The course appears regularly in Derbyshire’s Course and

Conference programme.Conference programme.Conference programme.Conference programme.

The bookletThe bookletThe bookletThe booklet was prepared by the following was prepared by the following was prepared by the following was prepared by the following

members of the Derbyshire Autism Training members of the Derbyshire Autism Training members of the Derbyshire Autism Training members of the Derbyshire Autism Training

Group:Group:Group:Group:

• Jeanette Saxby, Peak School Autism OutreachJeanette Saxby, Peak School Autism OutreachJeanette Saxby, Peak School Autism OutreachJeanette Saxby, Peak School Autism Outreach

• Joyce Hart, Holbrook Autism OutreachJoyce Hart, Holbrook Autism OutreachJoyce Hart, Holbrook Autism OutreachJoyce Hart, Holbrook Autism Outreach

• Larraine Gooch, Holbrook Autism Outreach and Support Larraine Gooch, Holbrook Autism Outreach and Support Larraine Gooch, Holbrook Autism Outreach and Support Larraine Gooch, Holbrook Autism Outreach and Support

Service for Special Educational Needs Service for Special Educational Needs Service for Special Educational Needs Service for Special Educational Needs

• LoLoLoLorraine Foye, Peak School Autism Outreach and SSSENrraine Foye, Peak School Autism Outreach and SSSENrraine Foye, Peak School Autism Outreach and SSSENrraine Foye, Peak School Autism Outreach and SSSEN

Other contributors to the Asperger Syndrome Other contributors to the Asperger Syndrome Other contributors to the Asperger Syndrome Other contributors to the Asperger Syndrome

course are:course are:course are:course are:

• Eileen Cherry, SSSENEileen Cherry, SSSENEileen Cherry, SSSENEileen Cherry, SSSEN

• Andrea Higgins, Derbyshire Educational Psychology Andrea Higgins, Derbyshire Educational Psychology Andrea Higgins, Derbyshire Educational Psychology Andrea Higgins, Derbyshire Educational Psychology

Service Service Service Service

• Tina Shewring, North Derbyshire Community PCT Speech Tina Shewring, North Derbyshire Community PCT Speech Tina Shewring, North Derbyshire Community PCT Speech Tina Shewring, North Derbyshire Community PCT Speech

and Language and Language and Language and Language Therapy ServiceTherapy ServiceTherapy ServiceTherapy Service

David Hart, currently special education review project manager, David Hart, currently special education review project manager, David Hart, currently special education review project manager, David Hart, currently special education review project manager,

helped with the editing and layout of the booklet.helped with the editing and layout of the booklet.helped with the editing and layout of the booklet.helped with the editing and layout of the booklet.

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Asperger syndrome has wide effects on all aspects of life. It is Asperger syndrome has wide effects on all aspects of life. It is Asperger syndrome has wide effects on all aspects of life. It is Asperger syndrome has wide effects on all aspects of life. It is

sometimes described as a “mild form of autism” sometimes described as a “mild form of autism” sometimes described as a “mild form of autism” sometimes described as a “mild form of autism” ---- but one but one but one but one

papapaparent said, “My child doesn’t have mild rent said, “My child doesn’t have mild rent said, “My child doesn’t have mild rent said, “My child doesn’t have mild anythinganythinganythinganything”. Most ”. Most ”. Most ”. Most

students with Asperger syndrome can achieve in mainstream students with Asperger syndrome can achieve in mainstream students with Asperger syndrome can achieve in mainstream students with Asperger syndrome can achieve in mainstream

schooling; but schools need to make reasonable adjustments, schooling; but schools need to make reasonable adjustments, schooling; but schools need to make reasonable adjustments, schooling; but schools need to make reasonable adjustments,

like those set out here, in accordance with good practice and like those set out here, in accordance with good practice and like those set out here, in accordance with good practice and like those set out here, in accordance with good practice and

their legal duties untheir legal duties untheir legal duties untheir legal duties under the SEN and Disability Act.der the SEN and Disability Act.der the SEN and Disability Act.der the SEN and Disability Act.

Many people with Asperger syndrome report that they are Many people with Asperger syndrome report that they are Many people with Asperger syndrome report that they are Many people with Asperger syndrome report that they are

visual learners. We have tried to reflect this in the layout of the visual learners. We have tried to reflect this in the layout of the visual learners. We have tried to reflect this in the layout of the visual learners. We have tried to reflect this in the layout of the

booklet.booklet.booklet.booklet.

People with Asperger Syndrome do not necessarily think they People with Asperger Syndrome do not necessarily think they People with Asperger Syndrome do not necessarily think they People with Asperger Syndrome do not necessarily think they

have a problem. They may be hhave a problem. They may be hhave a problem. They may be hhave a problem. They may be happy with their distinctive ways appy with their distinctive ways appy with their distinctive ways appy with their distinctive ways

of experiencing and being. of experiencing and being. of experiencing and being. of experiencing and being. Remember with this group, asRemember with this group, asRemember with this group, asRemember with this group, as with with with with

othersothersothersothers,,,, that it is situations and society which disable. One of that it is situations and society which disable. One of that it is situations and society which disable. One of that it is situations and society which disable. One of

the differences in autistic spectrum disorder is said to be the the differences in autistic spectrum disorder is said to be the the differences in autistic spectrum disorder is said to be the the differences in autistic spectrum disorder is said to be the

ability to empathise. Those of us ability to empathise. Those of us ability to empathise. Those of us ability to empathise. Those of us who claim good empathic who claim good empathic who claim good empathic who claim good empathic

skills should be careful to use them to seek to understand the skills should be careful to use them to seek to understand the skills should be careful to use them to seek to understand the skills should be careful to use them to seek to understand the

position of the different person, not just to see them as a position of the different person, not just to see them as a position of the different person, not just to see them as a position of the different person, not just to see them as a

problem. What people with problem. What people with problem. What people with problem. What people with ASDsASDsASDsASDs do is usually extremely do is usually extremely do is usually extremely do is usually extremely

rational rational rational rational from their point of view.from their point of view.from their point of view.from their point of view.

People with AspergPeople with AspergPeople with AspergPeople with Asperger syndrome may be capable of high er syndrome may be capable of high er syndrome may be capable of high er syndrome may be capable of high

academic achievement. Their abilities academic achievement. Their abilities academic achievement. Their abilities academic achievement. Their abilities –––– like single like single like single like single----mindedness mindedness mindedness mindedness

and persistence and persistence and persistence and persistence –––– are often ones that are valued, and not are often ones that are valued, and not are often ones that are valued, and not are often ones that are valued, and not

present as often as we might like in other people.present as often as we might like in other people.present as often as we might like in other people.present as often as we might like in other people.

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Listening to the voices of Listening to the voices of Listening to the voices of Listening to the voices of

people with Aspergepeople with Aspergepeople with Aspergepeople with Asperger r r r

syndromesyndromesyndromesyndrome

People with Asperger syndrome have provided People with Asperger syndrome have provided People with Asperger syndrome have provided People with Asperger syndrome have provided the greatestthe greatestthe greatestthe greatest

insight into their learning and how it feels to think and insight into their learning and how it feels to think and insight into their learning and how it feels to think and insight into their learning and how it feels to think and

experience in their distinctive ways.experience in their distinctive ways.experience in their distinctive ways.experience in their distinctive ways.

These books These books These books These books either areeither areeither areeither are by people with Asperger syndrome or by people with Asperger syndrome or by people with Asperger syndrome or by people with Asperger syndrome or

carefully report their views:carefully report their views:carefully report their views:carefully report their views:

“Martian in the Playground” by Claire Sainsbury“Martian in the Playground” by Claire Sainsbury“Martian in the Playground” by Claire Sainsbury“Martian in the Playground” by Claire Sainsbury

“Freaks, Geeks and Asperger Syndrome” by Luke Jackson“Freaks, Geeks and Asperger Syndrome” by Luke Jackson“Freaks, Geeks and Asperger Syndrome” by Luke Jackson“Freaks, Geeks and Asperger Syndrome” by Luke Jackson

“Asperger’s Syndrome “Asperger’s Syndrome “Asperger’s Syndrome “Asperger’s Syndrome –––– a Guide for Parents and Professionals” a Guide for Parents and Professionals” a Guide for Parents and Professionals” a Guide for Parents and Professionals”

by Tony Attwoodby Tony Attwoodby Tony Attwoodby Tony Attwood

Support for families where there is autistic spectrum disorder, Support for families where there is autistic spectrum disorder, Support for families where there is autistic spectrum disorder, Support for families where there is autistic spectrum disorder,

includingincludingincludingincluding Asperger syndrome, is available from the Derbyshire Asperger syndrome, is available from the Derbyshire Asperger syndrome, is available from the Derbyshire Asperger syndrome, is available from the Derbyshire

Autistic Support Group, 173 Nottingham Road, Alfreton DE55 Autistic Support Group, 173 Nottingham Road, Alfreton DE55 Autistic Support Group, 173 Nottingham Road, Alfreton DE55 Autistic Support Group, 173 Nottingham Road, Alfreton DE55

7FL, phone 01773 835800.7FL, phone 01773 835800.7FL, phone 01773 835800.7FL, phone 01773 835800.

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HELPING STUDENTS WITH ASPERGER SYNDROME IN HELPING STUDENTS WITH ASPERGER SYNDROME IN HELPING STUDENTS WITH ASPERGER SYNDROME IN HELPING STUDENTS WITH ASPERGER SYNDROME IN

MAINSTREAM CLASSESMAINSTREAM CLASSESMAINSTREAM CLASSESMAINSTREAM CLASSES

Asperger Syndrome is an Autistic Spectrum Disorder (ASDAsperger Syndrome is an Autistic Spectrum Disorder (ASDAsperger Syndrome is an Autistic Spectrum Disorder (ASDAsperger Syndrome is an Autistic Spectrum Disorder (ASD).).).).

ASDs are biologically based conditions, which are lifelong. People ASDs are biologically based conditions, which are lifelong. People ASDs are biologically based conditions, which are lifelong. People ASDs are biologically based conditions, which are lifelong. People

with ASDs have difficulties in a number of key areas. Hans Asperger with ASDs have difficulties in a number of key areas. Hans Asperger with ASDs have difficulties in a number of key areas. Hans Asperger with ASDs have difficulties in a number of key areas. Hans Asperger

described a group of young people who showed these key described a group of young people who showed these key described a group of young people who showed these key described a group of young people who showed these key

impairments, but also particular patterns of ability and diffiimpairments, but also particular patterns of ability and diffiimpairments, but also particular patterns of ability and diffiimpairments, but also particular patterns of ability and difficulty, culty, culty, culty,

which were rather different from those of others with autism. which were rather different from those of others with autism. which were rather different from those of others with autism. which were rather different from those of others with autism.

These are key areas where people with ASDs have difficulties:These are key areas where people with ASDs have difficulties:These are key areas where people with ASDs have difficulties:These are key areas where people with ASDs have difficulties:

LANGUAGE AND SOCIAL COMMUNICATIONLANGUAGE AND SOCIAL COMMUNICATIONLANGUAGE AND SOCIAL COMMUNICATIONLANGUAGE AND SOCIAL COMMUNICATION

INTERACTION AND RELATIONSHIPSINTERACTION AND RELATIONSHIPSINTERACTION AND RELATIONSHIPSINTERACTION AND RELATIONSHIPS

RIGIDITY AND LACK OF FLEXIBILITYRIGIDITY AND LACK OF FLEXIBILITYRIGIDITY AND LACK OF FLEXIBILITYRIGIDITY AND LACK OF FLEXIBILITY

SENSORY PROCESSINGSENSORY PROCESSINGSENSORY PROCESSINGSENSORY PROCESSING

PePePePeople with ASD vary greatly, and show different ople with ASD vary greatly, and show different ople with ASD vary greatly, and show different ople with ASD vary greatly, and show different

patterns of difficulty within these four areas. patterns of difficulty within these four areas. patterns of difficulty within these four areas. patterns of difficulty within these four areas.

People with Asperger syndrome tend to be People with Asperger syndrome tend to be People with Asperger syndrome tend to be People with Asperger syndrome tend to be

more able than most people with autism. more able than most people with autism. more able than most people with autism. more able than most people with autism.

They often have wide use of language, but They often have wide use of language, but They often have wide use of language, but They often have wide use of language, but

they find the social use of language dthey find the social use of language dthey find the social use of language dthey find the social use of language difficult, ifficult, ifficult, ifficult,

and have difficulty in understanding social and have difficulty in understanding social and have difficulty in understanding social and have difficulty in understanding social

situations and how other people “tick”.situations and how other people “tick”.situations and how other people “tick”.situations and how other people “tick”.

Difficulties in these areas can have tremendous implications in the Difficulties in these areas can have tremendous implications in the Difficulties in these areas can have tremendous implications in the Difficulties in these areas can have tremendous implications in the

classroom. In the following pages, you will find information about classroom. In the following pages, you will find information about classroom. In the following pages, you will find information about classroom. In the following pages, you will find information about

each of these areas, hintseach of these areas, hintseach of these areas, hintseach of these areas, hints, and tips that are useful in the classroom., and tips that are useful in the classroom., and tips that are useful in the classroom., and tips that are useful in the classroom.

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COMMUNICATIONCOMMUNICATIONCOMMUNICATIONCOMMUNICATION

Understanding, particularly of Understanding, particularly of Understanding, particularly of Understanding, particularly of

ccccomplex and lengthy instructionsomplex and lengthy instructionsomplex and lengthy instructionsomplex 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 thiHow you may see thiHow you may see thiHow you may see this in schools in schools in schools 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 -

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� 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 helpWhat you can do to helpWhat you can do to helpWhat 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.

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• 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, Understanding of idioms, irony, Understanding of idioms, irony, Understanding of idioms, irony,

jokes and sarcasmjokes and sarcasmjokes and sarcasmjokes 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 schoolHow you may see this in schoolHow you may see this in schoolHow 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.

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• 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.


• 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.

....

• 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.

Poor awareness of facial Poor awareness of facial Poor awareness of facial Poor awareness of facial

expression, body language, expression, body language, expression, body language, expression, body language,

gesture and intonationgesture and intonationgesture and intonationgesture and intonation

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• 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.


• The pupil may not respond to the

underlying ‘meaning’ of gesture and

body language. This may lead to their

responding inappropriately.

• They may become distressed.

• The uncertainty may make them anxious.

• They may misinterpret social signals.

They may interpret friendly gestures as hostile or vice versa.

• Pupils may interpret others’ behaviour as bullying when it is not

intended as such. (But this is a group which is veryveryveryvery prone to be

bullied. Check carefully. Do not give false reassurance.

Remember that pupils with literal language are usually good

witnesses, if poor interpreters.)


• Make sure that your facial expression,

intonation and gesture match your

spoken message.

• Teach the use and interpretation of body

language, facial expression and gesture in individual or small

group sessions. This may well be a topic that should be raised in

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PHSE with all students – but students with Asperger syndrome

are likely to need individualised help.

• Allow for social conventions varying for different groups and

being subject to change. The pupil with Asperger syndrome may

encounter difficulties through being, for example, the only

person who actually complies with uniform regulations, or the

only person who says “good morning” to teachers and other

students.

• Teaching them to watch what other young people do is hard but

useful.

Using language in an Using language in an Using language in an Using language in an

appropriate way for the appropriate way for the appropriate way for the appropriate way for the

situasituasituasituation, context and needs of the listenertion, context and needs of the listenertion, context and needs of the listenertion, context and needs of the listener

Young people with Asperger syndrome may have difficulty in

choosing the appropriate language for the situation.


• The pupil may sound rude or

inappropriate when speaking to staff.

This may not be intentional. (Sometimes it

is. Able students with Asperger syndrome

often do not suffer fools gladly and do not

avoid putting right staff who have it wrong.

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One very able pupil got in trouble for telling

the bus driver off for speeding – though he

was.)

• They may use gesture, words, or intonation

which are used by other pupils in the yard

and to each other, but which are not fitting

in an adult/student interaction.

• Words and topics heard outside school

might be inappropriately brought into class.

• The reaction of others to these may be sufficiently motivating to

mean that they are repeated or emphasised.


• Ensure that all staff are aware that the

pupil may unintentionally speak to them

in what seems to be an inappropriate

manner. Point this out to the pupil in a

calm way and give an appropriate model:

• Consider teaching staff a different rule rather than trying to

impose on the pupil a rule, which is not understood. It can be

less problem if they use social conventions appropriate to peers

with the head teacher than the other way round – it’s easier to

brief one head teacher than a whole student body.

• Point out inappropriate language and behaviour in a calm way

and teach a better approach. For example, you could explain

directly that when the young person needs some help, they could

say, “I can’t understand this. Please will you help”?

• Use Social Stories� to explain the context.

• Address the issues in PSHE and circle time.

� Booklet available from outreach teachers – see back page

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• Use Circle of Friends systems, with care. (You need to consider

whether there is a risk of bullying and stigmatisation from this

approach. Get some advice from a psychologist or a special

education teacher who has had some experience of running such

a system.)

• Be aware that idioms can change; if the child learns a transitory

idiom, they may actually look more out of place in the future.

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SOCIAL INTERACTIONSOCIAL INTERACTIONSOCIAL INTERACTIONSOCIAL INTERACTION

Fitting behaviour to the Fitting behaviour to the Fitting behaviour to the Fitting behaviour to the

demands of the situationdemands of the situationdemands of the situationdemands of the situation

• Social interaction is one of the basic

difficulties of a pupil with Asperger Syndrome.

• Behaviour, which is appropriate for family members and friends,

may not be appropriate in other settings or situations.

• Behaviour may also not be age appropriate – it may be “too

young” or “too old”.

• Pupils may need to be taught socially appropriate behaviour, this

would need to be monitored and reviewed on a regular basis.


• Pupils may invade the personal space of others –

adults and peers.

• They may stand too close, touch, stroke,

smell/sniff, and fiddle with clothes or jewellery.

• They may make personal comments.

• Students may be too familiar with strangers and

too compliant.

• Pupils may find difficulty differentiating between their own and

others’ possessions.

• Pupils may ‘spread over’ others’ work as well as their own.

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WWWWhat you canhat you canhat you canhat you can do to help do to help do to help do to help

• Be explicit about personal space issues –

say, ‘you’re standing too close – please

move back’.

• Use Social Stories to explain the context.

• Address during PSHE, Circle Time.

• Use Circle of Friends systems.

• Different settings require differing levels of interaction. For

example, older children need to be more independent of adults,

and issues of personal space are more critical.

A lack of awareness of their A lack of awareness of their A lack of awareness of their A lack of awareness of their

audience’s responseaudience’s responseaudience’s responseaudience’s response

• A pupil with Asperger Syndrome may not know

how to initiate or maintain a conversation.


• Pupils may not monitor others’ interest in

what is being said but go on while their own

interest in a topic is sustained.

• They find it difficult to use appropriate

verbal and non-verbal cues, or understand

such cues given by others.

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• They may not pick up on the non-verbal cues showing others

have lost interest, such as turning away, yawning, avoiding eye

contact, or looking at their watch,

• They may miss the verbal cues, for instance, when the other

person tries to interrupt or raise points.

• They may not recognise someone trying to change the subject,

nor see this as legitimate if they have not finished.

• They may talk constantly, not allowing for breaks or pauses in

the conversation.

What you can do to helWhat you can do to helWhat you can do to helWhat you can do to helpppp

• Give explicit feedback

about repetitive or

boring talk. For example,

“You’ve told us a lot

about that. We’ll move

onto something else

now”.

• In lessons where the

pupil has a lot of knowledge, suggest that they give you just two

facts about the Victorians, for example.

• Consider use of an agreed signal, depending on the situation.

For instance, the classroom teacher may use linked visual and

verbal prompts, like raising a hand and saying, “That was great.

Thank you”.

• You may need to have a more discreet non-verbal signal for use

in a social situation such as touching your mouth with your

finger.

• Cartoons may be used to clarify these situations and events.�

� Pamphlet on “Comic Strip Conversations” available from outreach teachers

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Poor awareness in social situationsPoor awareness in social situationsPoor awareness in social situationsPoor awareness in social situations

• Pupils with Asperger Syndrome are at a

disadvantage because they do not understand

the Hidden Curriculum. They inadvertently

break the rules and either get in trouble with

adults or become ostracised by peers.

• The Hidden Curriculum is a set of rules that everyone knows but

has not been explicitly taught,

For instance, Mr Singh allows pupils to whisper in class when

working, whereas Ms Jones expects total silence.

• The Hidden Curriculum includes how to dress, how to act, what

to do, what not to do, and when, who to talk to and who to

ignore.

How you may see this in sHow you may see this in sHow you may see this in sHow you may see this in schoolchoolchoolchool

• The pupil may not be able to access a group

of peers.

• Pupils may not be aware of fashion trends and

the subtleties of dress.

• The pupil is perceived by their peers as

obviously different.

• Pupil is often ‘set up’ by others.

• Pupil may perceive himself or herself as the victim and may not

understand the banter.

• In unstructured situations, the pupil may avoid social contact.

They may have to be first in and out of lessons to avoid the

crush, or to find a quiet corner away from people at break times.

• They are rarely chosen by peers as partners or team members in

a class situation.

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• Many people with Asperger syndrome have poor motor and

spatial skills and have particular difficulties in team games.

• They may not see the point of team and competitive games.


• Make use of buddy systems to

enable the pupil to join in with

peers, especially at breaks

• Use videos to predict the actors’

non-verbal and verbal

communication. Soaps are often

good for this.

• Use the pupil’s strengths to improve their position with their

peers.

These are often in such areas as computers, videos, maps and

timetables.

• Teacher choice rather than peer choice of groups is often better

for this group. Peer choice, especially in games, is abusive to

many children.

A lackA lackA lackA lack of motivation of motivation of motivation of motivation

to work on targets to work on targets to work on targets to work on targets

chosen by otherschosen by otherschosen by otherschosen by others

• Pupils’ general difficulty

with social interaction and empathy may make normal motivators

ineffective. More defined reward systems may be needed, with

less reliance on social reinforcement.

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• Some activities may be over-stimulating in themselves and

pupils may have difficulty moving on from them.

• They may be reluctant to participate in a task for which they see

no relevance.


• The pupil fails to finish a piece of work, or

may even fail to start.

• They may be easily distracted because they

cannot differentiate the relevant

information.

• They may have difficulty in changing from one activity to

another, and understanding the need to do so.

• They may engage in work avoidance tactics.

• They may respond to the task literally. For example, they may

not be able to take on imagining a situation but be able to show

the same skills in a real or more concrete task.

• The pupil may become fixated on one irrelevant aspects of the

task, such as writing style, or perceived perfection. This may be a

particular problem in timed activities.


• Be explicit about goals and what you expect.

• Give reassurance if a task is to be completed over

more than one lesson.

• Teach that it is more important to attempt the whole

piece of work than to attain perfection in part of it.

• Give clear visual cues to the time/structure of the

task, such as use of a timer; tick list, a written plan

or framework.

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• Ensure that the pupil has appropriate systems for getting help if

required.

• Be aware of and tackle any problems of organisation of

equipment.

• Change the nature of the task to suit the interests of the student.

For example, create a game, make models.

• Provide alternative strategies for note-taking, like providing

skeleton outline of ideas, preparing notes so the student has to

fill in spaces, giving suggested beginnings to a piece of written

work, using visual prompts.

• Give advanced warning of a change or the end of a task.

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IMAGINATION AND FLEXIBILIMAGINATION AND FLEXIBILIMAGINATION AND FLEXIBILIMAGINATION AND FLEXIBILITY OF ITY OF ITY OF ITY OF

THOUGHTTHOUGHTTHOUGHTTHOUGHT

Resistance to changeResistance to changeResistance to changeResistance to change

Resistance to change is a basic difficulty for a

pupil with Asperger Syndrome. Often a small

change is as distressing as a major one.

Attention shifting is difficult for these

students. For instance, they may find it hard

to shift attention from completing a written task to listening to the

teacher for further direction.


• The pupil may become anxious about

changes in the routine or unexpected

events.

• The pupil appears unwilling or anxious

in what may be perceived as ordinary

circumstances, which seem to place no

special demands. These can be as

“ordinary” as changes in timetable,

staff, room, task, font, or the colour of paper used.

• This may occur as peer behaviour changes; trends change as the

pupil matures, in fashion, phrases or a change of friendship

pattern in the group.

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• These reactions may be more severe if the pupil is already

stressed.


• Provide the pupil with individual

timetables, laminated pocket size, so that

any changes can be highlighted for the

day/week.

• Give warning about any changes in

routine if possible such as supply

teachers, fire practice, trips and theatre groups.

• Have a brief for supply teachers which includes information on

the pupil and a basic “hints list” of “must do” and “never do”

items.

• Make a base, for instance in Learning Support, with familiar staff

available at the beginning of each day and when required for

reassurance.

• Give frequent signals and reminders about changes, including

pre-warnings just prior to the change.

• Be explicit about what you expect and set time limits for the

task.

Displaying repetitive actionsDisplaying repetitive actionsDisplaying repetitive actionsDisplaying repetitive actions

• This usually serves a purpose for the

young person, such as stress release,

blocking, enjoyment, or relaxing.

• It may be for a physical purpose.

Flicking fingers near eyes may be

serving a visual purpose, helping them

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focus, or it may control the level of sensory input to what they

can cope with.

• It may be a verbal repetition; the young person enjoys hearing

the same pattern of sounds or answer to a question.


• Repetitive hand movements.

• Organising equipment in lines or perfect

patterns.

• Continually asking the same question.

• Repetitive fiddling with the same object or

piece of equipment.


• Unless this is a problem, do nothing.

• Plan your response carefully, reward the

behaviour you want, not the behaviour

you do not want.

• If it is a problem, look at the function of

the action and try to teach an alternative

that serves the same purpose for the

child, or agree an appropriate time or place. For instance, car

noises are fine in the yard (though they may not be socially fine

when others notice them – see above) but not in the classroom.

• If the pupil repetitively questions, either agree or answer the

question only once, give them another way of checking the

answer, or look for alternative ways of satisfying them.

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Obsessive interestsObsessive interestsObsessive interestsObsessive interests

Many pupils with ASD will have areas of

particular interest that become an obsession

and exclude other topics and activities.


• Some of these interests can include

trains, timetables, maps, cartoon or

other films, number patterns, electrical

gadgets – but obsessional interest can

relate to anything.

• The obsession can be all-encompassing, in which case the pupil

cannot be talked out of it by rational discussions and

explanations.

• The obsession can be an area of special interest, which can be

directed or redirected into part of the curriculum.

• The pupil may bring his or her own interest into every piece of

work

• Conversation or behaviour may return continuously to the same

topic, despite attempts to move on.

• The student remains oblivious to the fact that others are not

interested.

• Young people may become distressed if not allowed to continue

to pursue the obsession.

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• Agree that the pupil can have some time for their

own interests after they have completed the work

satisfactorily.

• Make ‘deals’ about work and expected standards.

• Make ‘deals’ about the right time and place for

the obsession.

• Give clear signals that they are becoming boring

to others and help them to learn to respond to these.

• Remember that, for the student, these are genuine, valid,

interests, like your own. Do not devalue them as “only”

obsessions.

Difficulty in applying Difficulty in applying Difficulty in applying Difficulty in applying

knowledge to different knowledge to different knowledge to different knowledge to different

situationssituationssituationssituations

Difficulties in generalising knowledge and

skills are a particular problem for pupils with ASD. This can result

in their failing to apply what they know in different settings and

situations, on different days, with different individuals.

The pupil may be unable to generalise previously learned skills and

knowledge. This may result in behaviour that appears to be

inappropriate, but in fact is due to lack of understanding and/or an

inability to transfer information.

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• The pupil may be able to list the school

rules (better than the head can!) but

unable to interpret them in the situation.

• They may be unable to change to a new

task, and want to be secure in what they

have done already.

• They may be unable to perform at the same level with a different

teacher.

• Their achievements may be shown to different degrees in

different settings.

• They may be unable to repeat performances in school that they

have achieved at home, or vice-versa.


• Make links to previous learning explicit.

Say, ‘This is what we were talking about in

history yesterday’.

• Teach the same skill in a range of settings

and situations.

• Do not assume that if pupils have learned a

skill in one situation they will be able to

transfer it to a different one. Point out the links.

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Emotional problems may not Emotional problems may not Emotional problems may not Emotional problems may not

be shown in the situation be shown in the situation be shown in the situation be shown in the situation

causing themcausing themcausing themcausing them

People with Asperger syndrome are often

poor at recognising social and emotional

cause and effect. They may learn a rule;

for instance, that it is inappropriate to

show strong emotional reactions in

school. However, they may still have very

strong feelings about a situation. Often

this can result in feelings experienced at

school being acted out at home. This can happen the other way

round, too.


• Often this will be detected through parental report. A young

person who seems to be happy or, at least “getting on all right”

at school will be reported to be unhappy, disruptive, or acting

out at home.

• You can also see young people who are having behaviour

problems at school, but not at home.

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• Recognise that problems at home are real, but

may have school roots.

• Do not automatically congratulate yourself on

the absence of problems in school being the

result of your good handling of the young

person or the parents’ mishandling. (Claire

Sainsbury in her book “Martian in the Playground” gives a very

clear insider’s account of this type of issue.)

• Talk to parents and believe them.

• Talk to the young person and believe them.

• Discuss ways to help with parents and the young person

themselves.

• You may need to set out very clearly what is agreed. Very simple

rules, backed up by visual prompts and so on, help school staff

as well as the young person and the family.

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SENSORY DIFFERENCESSENSORY DIFFERENCESSENSORY DIFFERENCESSENSORY DIFFERENCES

People with ASDs often find difficulty in coping with sensory

stimulation that others find ordinary. This may result in behaviour

that, when understood, can be seen as:

• helping them to keep stimulation at a level they can bear

• control the number of channels of sensory stimulation they are

coping with

• in some cases increasing the level of sensory stimulation to keep

themselves “switched on”

SounSounSounSound sensitivityd sensitivityd sensitivityd sensitivity

Pupils with Asperger syndrome may show

sensitivity to certain sounds and pitches.

People report that some sounds are very

distasteful, or actually painful to them. (Like

the way that many people feel about nails on a chalkboard, but

generalised to a wider range of sounds, and/or felt more

extremely.)

How you may see this in How you may see this in How you may see this in How you may see this in schoolschoolschoolschool

• Pupils may cover their ears.

• They may appear in pain, grimacing or flinching

at some sounds.

• They may avoid noisy situations or those with

unpredictable changes in sound.

• They may anticipate a sound they know is going

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to be painful, and show signs of distress.

• They may have difficulty in concentrating on the task in hand

because of the distraction of other sounds.

• Ambient noise, even though it does not appear to be loud, may

make it hard for them to distinguish and concentrate on the

teacher’s voice.


• Be aware that school halls, toilet areas, and

corridors, can be loud and confusing places.

Let pupils with ASD move around school at

somewhat quieter times; sit at the side in

assembly if this is quieter, or away from the

serving hatch in the dining hall.

• Provide a place they can go to if distressed that is quiet or has

predictable sound levels.

• Music is helpful to some pupils but should be low-stimulation.

Some music sold for relaxation and so on has a low rate of

change and can be helpful. Some pupils with Asperger syndrome

find music with a strong repetitive beat relaxing. The reason is

probably again that it has high predictability from moment to

moment – so it provides an unchanging focus of attention.

• Warn of loud noises such as fire alarms if possible.

• Let them work in the quietest part of the classroom, away from

“traffic”.

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Visual perceptual differencesVisual perceptual differencesVisual perceptual differencesVisual perceptual differences

People with Asperger syndrome report a

number of visual differences.

Some have difficulties with depth

perception. This may relate to clumsiness

and other spatial problems common in this group.

Some say they find peripheral vision more reliable than looking at

something straight on.

Some visual stimuli (brightness and pattern) may be over-

stimulating and disrupt concentration and attention.

Some people with Asperger syndrome report visual disturbance

when reading.


• Students may have difficulty walking

down stairs, or using climbing apparatus,

as part of a general physical timidity.

• They may have problems in technology,

because of spatial perception difficulties,

or in handwriting.

• Young people may look at things out of the corner of their eye.

(This may have to do with controlling the level of stimulation

they get.)

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• They may find visually “busy” classrooms harder to cope with.

• Pupils need good classroom lighting. They may find the flicker of

fluorescent lighting disturbing and may be affected in

classrooms where the light level varies greatly from area to area.

• They may complain that print is hard to see or “dances”.


• Let students walk down stairs at a less

busy time. Give them more time to do

this and a situation where they can

hold the rail if necessary.

• Do not insist in them looking at

something straight on if they are more

comfortable with peripheral vision.

• Let them work at a table not surrounded by displays or artwork.

• Encourage working in a part of the room where they find the

lighting comfortable.

• Using a lower contrast paper, for instance, buff rather than white

helps some pupils. Using a coloured filter over reading material

helps some pupils.��

• If If If If anyanyanyany pupil (whether they have pupil (whether they have pupil (whether they have pupil (whether they have

Asperger syndrome or not) holds Asperger syndrome or not) holds Asperger syndrome or not) holds Asperger syndrome or not) holds

materimaterimaterimaterial too close or too far away, al too close or too far away, al too close or too far away, al too close or too far away,

looks sideways at work, screws their looks sideways at work, screws their looks sideways at work, screws their looks sideways at work, screws their

eyes up to work, or complains of eye eyes up to work, or complains of eye eyes up to work, or complains of eye eyes up to work, or complains of eye

strain, advise parents to take them for strain, advise parents to take them for strain, advise parents to take them for strain, advise parents to take them for

an eye test. an eye test. an eye test. an eye test. In allIn allIn allIn all pupilspupilspupilspupils, the , the , the , the

commonest cause of visual problems commonest cause of visual problems commonest cause of visual problems commonest cause of visual problems

is needing advice from an optician.is needing advice from an optician.is needing advice from an optician.is needing advice from an optician.

��

The “Derbyshire File for Dyslexia Friendly Schools”, gives more information about this.

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Smell aSmell aSmell aSmell and Tastend Tastend Tastend Taste

Some pupils are very sensitive to

certain tastes and smells. Some

young people find particular

tastes or textures of food

repellent. On the other hand,

some may eat or chew things

others would find unpalatable.

HHHHow you may see this in schooow you may see this in schooow you may see this in schooow you may see this in schoollll

• A smell may distract them from

concentrating on work.

• The student may choose a very

limited diet.

• They may go through a period

where they eat the same things

for weeks at a time.

• Inappropriate items may be

chewed or actually eaten.

What you can do toWhat you can do toWhat you can do toWhat you can do to help help help help

• Be aware of smell as a factor in the classroom

environment. Some work areas are smellier than

others are. Many people with ASD function best

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in a rather bland environment (see the examples above about

vision). This may need to be considered for taste, too.

• Remember that many students have an unvarying diet in any

event. Discuss concerns with parents or carers, and seek advice

from the school nurse or school medical officer if necessary.

Touch sensitivityTouch sensitivityTouch sensitivityTouch sensitivity

Pupils with ASD may have

difficulty in dealing with

feedback from their own

senses. This can affect touch just as much as other senses. They

may find certain textures intolerable. They may find it hard to

identify a feeling such as whether they are hot or cold. They may

react badly if another pupil touches them, deliberately or

accidentally. Some people with Asperger syndrome or some other

problems have poor body image. They find it hard to process

sensory inputs, which show where the parts of their body are, in

terms of position, or in relation to other objects and people. Some

people with Asperger syndrome find the feedback from the touch of

their clothing uncomfortable all the time.

Quite a lot of people with Asperger syndrome have difficulty in

maintaining posture or features in common with people with

dyspraxia.


• They may not like to change into

different clothes, which feel different, for

p.e.

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• They may hang on to outdoor clothing inside, or put on too

much or too little clothing to go outside.

• They may hit out at, or be “disproportionately” concerned about

another pupil who has touched them.

• They may find it difficult to take part in any messy CDT activities.

• They may get into trouble for being “fidgety”.

• Many people with dyspraxia, including some people with

Asperger syndrome, often get into trouble by infringing other

people’s space, because of poor body image.

• They may need to lean or appear “sloppy” in an attempt to

achieve a stable posture.��


• Change only the essential clothing for

p.e. and gradually build up to a full

change.

• If there is a very serious problem with

changing, try very hard to make

opportunities for physical activity available which do not

necessitate this. (However, some students with Asperger

syndrome love p.e., although very few become “team players”.)

• Remember that the problems about changing for pupils with

Asperger are essentially physical – about staying comfortable

when change is very uncomfortable or about changing being

slow and awkward because of clumsiness or poor co-ordination.

• Ensure there is sufficient space for the pupil when a group is

gathered together.

� Books about dyspraxia in the classroom have suggestions which are helpful to many pupils

with Asperger syndrome

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• In adolescence, young people with Asperger syndrome may have

more than usual difficulties with the changes of puberty.

Sexualised or coarse talk and horseplay in changing situations

may be particularly off-putting for them and often strays into

bullying. These pupils need changing situations to be well

supervised.

• Let them avoid jostling by standing at the back or front of lines.

• Ensure there is sufficient working room at a table.

• Encourage use of tools for messy tasks and do not insist on

“getting stuck in” if it is not necessary.

• Many students with Asperger syndrome will need continuing help

with handwriting into KS3 and KS4.

• Provide alternatives to handwriting for recording if speed and

accuracy of handwriting are an issue.

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You can access You can access You can access You can access

outreach help for outreach help for outreach help for outreach help for

planning, training planning, training planning, training planning, training

and support for staff and support for staff and support for staff and support for staff

in primary and in primary and in primary and in primary and

secondary schools from Peak School secondary schools from Peak School secondary schools from Peak School secondary schools from Peak School

(01663 750324) and Holbrook Centre (01663 750324) and Holbrook Centre (01663 750324) and Holbrook Centre (01663 750324) and Holbrook Centre

for autism (01332 8802for autism (01332 8802for autism (01332 8802for autism (01332 880208).08).08).08).

Please note that you need a referral Please note that you need a referral Please note that you need a referral Please note that you need a referral

from an educational psychologist if you from an educational psychologist if you from an educational psychologist if you from an educational psychologist if you

want to have advice and support about want to have advice and support about want to have advice and support about want to have advice and support about

a particular student, rather than to a particular student, rather than to a particular student, rather than to a particular student, rather than to

arrange schoolarrange schoolarrange schoolarrange school----based training or to based training or to based training or to based training or to

obtain details of courses about ASD.obtain details of courses about ASD.obtain details of courses about ASD.obtain details of courses about ASD.

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Documents

Helping students with asperger syndrome in mainstream classes · “Asperger’s Syndrome “Asperger’s Syndrome –––– a Guide for Parents and Professionals” a Guide for