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Teaching a child with Aspergers for the first time.....

A

aimeemac

Well-Known Member
Hello All,

This is my 3rd year of teaching, but my first year to have a child with Aspergers in my class. What are some things that I can do to make his learning experience the best that it can be? He attended our school last year and had not been diagnosed yet, so the teachers last year just thought he was a handful. I would love to help him and desire for him to have the best that I can give him. I know he has troubles getting along with the other students, so I want to help this situation. Thanks for any help you can give me. I've been reading articles and books trying to get all the information I can.

~Aimee~
4th Grade Teacher
 
Appreciate, not hinder his intellectual and social development.

Welcome, and not fear him, as part of the class community.
 
Try to make your instructions clear and unambiguous. Some of us are very literal-minded and have trouble understanding nuances. Sometimes you might have to get very specific instead of using vague terms. Think of it almost as like programming/instructing a computer in some ways. You have to be precise and not vague. For example, if you want him or her to get an item from across the room, saying precisely where it is (the third drawer) is much better than "over there." I have a lot of problems with those kinds of instructions, where people just point and expect me to know what it is or where it is that they want.

Also, if you see him or her being bullied, step in! Don't turn your back. And be on the lookout for bullying situations. Bullies are so clever at hiding their actions and they know that most adults either don't see or refuse to see what is really going on. We had a very serious bullying situation in one of the youth groups in my community not long ago; it turned out that the bullying was being done in full view of the responsible adults who mistook it as "boys will be boys" and didn't bother to investigate further. Remember, bullies count on adults doing just that.
 
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