"Asperger: a syndrome between autism and normality" / "The Oops-Wrong-Planet syndrome". Both terms describe the same syndrome. The affected children oscillate between the poles of normality and otherness and try to find a place in society in their own way and with their own needs and abilities.
Their intellectual potential often makes them capable of going to a regular school – however, their particular social and communication behavior alters their social interactions with the others: consequently, the daily school routine of many children is associated with tension and mishaps. It often occurs that they become socially isolated and inappropriately encouraged, so they can neither develop their talents nor keep positive memories of their school time.
The future inclusive school has the task of adopting all children without any hierarchy and satisfying the individual needs of each. However, how can the inclusive school be conceived as a pleasant place and associated with success from the viewpoint of these children? Under what conditions can it adjust to their exceptionality and encourage them in a productive way?
These are the research questions that will be driving this work. They attempt to analyze the daily school routine from “aspergic” perspectives and reveal the conditions for adequate learning programs and a successful school experience for these children. First of all, the diagnostic classification of the traits of the Asperger syndrome is analyzed with its potential implications in the daily routine of the children, since they determine the educational measures.
Concluding the work, further important building blocks for the future inclusive school to be attended will be approached and commented upon from my point of view as a teacher.
Table of Contents
Introduction
Definitions: what is the Asperger syndrome?
Characteristics of the Asperger syndrome
Communication, interaction and empathy
Speech and body language
Interests and activities
Perception and sensory overload
Children with Asperger syndrome in school
Recommendations of the conference of the ministry of culture
The construction of school as space for living and learning
Organisation
Classes
Work behavior
Social relations
Additional support in school
The inclusive school: building blocks for successful study for all children
Commentary
Objectives and Research Themes
This work aims to analyze the daily school routine from the perspective of children with Asperger syndrome to identify the conditions necessary for creating an inclusive, productive, and stress-free learning environment that supports their individual needs.
- Diagnostic traits of Asperger syndrome and their impact on daily life.
- Challenges in school communication, social interaction, and sensory perception.
- Organizational and pedagogical strategies for classroom management.
- Methods for providing individual support and fostering inclusive social relations.
- The critical role of teacher competence and collaborative expert networks.
Excerpt from the Book
Communication, interaction and empathy
The Asperger syndrome is basically characterized by a profound „contact resp. communication disorder“ (Remschmidt/Kamp-Becker 2007, p. 874): the affected children only have a restricted perception when it comes to the other’s feelings and intentions, and reacting appropriately. This deficient empathy impedes the assimilation of someone else’s perspective and learning to understand the reasons for his/her actions. Thus they have a poor capacity of evaluating the others’ wishes or knowledge and have difficulty predicting what those will do next (cfr. Schirmer 2011b, p. 47 f.).
This impairment is obvious a.o. when learning social rules and during everyday encounters with the others (cfr. ibid.): because they cannot imagine that the others could know or do other things than them, they find it pointless e.g. to ask for help from these people. Deliberately lying is usually impossible for them (cfr. Schuster/Matzies-Köhler 2011, p. 14). Consequently, they are almost unable of role playing (cfr. Autismus Deutschland 2011b, p. 10).
Furthermore, people with Asperger syndrome possess a diminished capacity of expressing their personal emotions as well as a limited, intellectualized vocabulary for describing their sensitivities. Since they are unable to communicate feelings e.g. fear, bewilderment etc. in these ways, these often accumulate as tensions and come out in delayed outbursts – e.g. the day after - (cfr. La Brie Norall/Wagner Brust 2011, p. 14; cfr. Attwood 2008, p. 166 f.). These children also often present apparently inappropriate reactions to the behavior of another, e.g. giggling in a solemn context (cfr. ibid.). It may appear that they try to calm themselves with emotional mannerisms (e.g. “hand flapping”).
Summary of Chapters
Introduction: Outlines the research questions regarding how inclusive schools can adjust to the unique needs of Asperger children to ensure successful academic experiences.
Definitions: what is the Asperger syndrome?: Provides a historical and diagnostic overview, situating the syndrome within the autism spectrum.
Characteristics of the Asperger syndrome: Details the core symptomatic areas, including communication deficits, sensory processing issues, and repetitive behavior patterns.
Children with Asperger syndrome in school: Examines school routine challenges and the importance of adapting organizational structures to meet individual educational needs.
The inclusive school: building blocks for successful study for all children: Discusses the central role of teacher competence and the collaborative involvement of all stakeholders to create an effective inclusive environment.
Commentary: Offers personal reflections from the author as a teacher, emphasizing the need to bridge theoretical knowledge with practical, empathetic support.
Keywords
Asperger syndrome, autism spectrum, inclusive school, sensory overload, communication disorder, social interaction, empathy, educational support, teaching strategies, daily routine, classroom management, learning assistant, developmental disorders, school integration, neurodiversity.
Frequently Asked Questions
What is the fundamental focus of this publication?
The work focuses on the pedagogical and organizational challenges of integrating children with Asperger syndrome into regular school settings while ensuring their individual development.
What are the primary thematic areas covered?
Key themes include the diagnostic characteristics of Asperger syndrome, sensory processing difficulties, social interaction barriers, and specific strategies for classroom and homework adaptation.
What is the central research question?
The research asks how an inclusive school can be conceived as a pleasant and successful place for children with Asperger syndrome, and under what conditions the environment can be adjusted to support their unique needs.
Which scientific methods are employed?
The work is based on a comprehensive review of existing literature, pedagogical studies, and diagnostic guidelines, complemented by the author's own practical experiences as a teacher.
What does the main body address?
It covers detailed strategies for physical and temporal structuring of classrooms, methods for clear communication, ways to handle sensory overload, and the design of support systems involving teachers and assistants.
Which keywords characterize this work?
Essential keywords include inclusive pedagogy, autism spectrum disorder, sensory perception, individual support plans, and classroom structure.
Why is "predictability" so important for these students?
Predictability reduces the stress and chaos experienced by children with Asperger syndrome, helping them feel secure and better able to navigate daily school routines.
What role does the "learning support assistant" play?
The assistant serves as a coach in social situations, helps with assignments, and facilitates communication, contributing to a positive and understanding climate within the class.
How should teachers handle social rewards for these pupils?
Praise should be delivered in a sober, intellectual manner rather than relying on social rewards like laughter or physical contact, which may not be perceived correctly by the affected child.
- Arbeit zitieren
- Anonym (Autor:in), 2012, Facing Asperger’s. Optimum Education and Schooling for Children with Asperger Syndrome, München, GRIN Verlag, https://www.grin.com/document/302870
