Asperger Syndrome Education - Elementary

Due to the normal to high intelligence of AS children and the general acceptance of “quirkiness” in young children by most adults and peers, many elementary aged children with neurological differences are programmed for regular classes within their assigned elementary school. Other children do need specialized supports and placement right from the time that they enter school.

In regular classroom placements accommodations, modifications and some services are important. They are determined by the evaluations done on the child. Capturing the child’s “unique needs” in the testing will determine the components of the IEP (Individualized Educational Plan). Basic requirements in these classrooms must include: 1) an AS trained staff person on your child’s team to teach all others interacting with your child, 2) effective communication between home and school, 3) parents are regarded as respected members of the building team. In all placements social thinking skills must remain a priority throughout all school years.

If your child is not flourishing in the regular classroom offered, there is a hierarchy of other programs and supports that can be used. First might be to bring in an AS expert to observe the child and help the team evaluate what needs to be improved and to visit regularly as a guiding support for the team. If this placement will not work for your child, see if there is a smaller integrated or separate class where there is AS knowledge and similar peers. If not, parents and the team can then look at the variety of outside placements available (see article by Dania) and link. Note: Some families have found homeschooling a viable option as well.

The most common services used in elementary schools include: Occupational Therapy to address sensory issues, AS knowledgeable staff person for social and emotional issues, Speech therapist for pragmatic speech, social skills, and communication intervention, and some form of aide or tutorial support.

Here is a list of school interventions that can be put in an IEP (Individualized Education Plan)

To help with Social Skills

  1. Social skills groups (e.g. 3 x week for 20 minutes)
  2. Social stories (Carol Gray)
  3. Comic strip conversations
  4. Scripts
  5. Lunch buddies or other friendship group
  6. One-on-one speech therapy (pragmatic social language)
  7. Drama class/activities
  8. Structured social opportunities during recess
  9. Structured activity during lunch (e.g. help in library or office)
  10. Social “autopsies”
  11. School-wide or system-wide training in prevention of bullying and teasing
  12. Disclosure: teaching classmates about AS (elementary school)
  13. On-going teaching of unwritten school rules
  14. Buddy of the week (peer mentors)
  15. Social communication coaching during classroom time

To help with Academics

  1. Modification of length or focus of some assignments
  2. Tutoring
  3. Help taking notes (aide/peer recorder, computer, teacher-provided, etc.)
  4. Priming (previewing work)
  5. Structured and regular communication between parents and teachers about assignments, expectations, skills, progress, and problems
  6. Projects and papers related to student’s area of intense interest
  7. Assistance in gym
  8. Present subject matter using visual aids
  9. Present work and homework broken down into small steps

To help with lowering anxiety:

  1. Transition preparation
  2. Home base for beginning and end of school day
  3. Proactive intervention if child shows signs of stress
  4. Sensory breaks
  5. Flexible teachers who can tolerate different ways of doing things
  6. Classroom with routine
  7. Advance warning of changes in schedule
  8. Priming (preview of lesson content)
  9. Preparation for new things, places, students or teachers
  10. Training teacher in AS
  11. Assistance or alternative activity during less structured school time such as recess, lunch, gym, music, or art
  12. Modification, assistance, or preparation for projects done in groups
  13. Environmental manipulation of classroom to prevent sudden loud sounds, movement, distraction, lights
  14. Preferential seating away from distractions

To help with executive functions (organizational issues):

  1. Classroom aide can help student attend to the essential task, prioritize tasks, break assignments down into steps, understand teacher expectations, record homework, remember essential papers, etc.
  2. Graphic organizers can help students grasp concepts
  3. Provide two sets of text books, one in classrooms and one at home
  4. Communicate homework to parents
  5. Post assignments on a web page
  6. Homework buddy
  7. Provide a map of the school
  8. Post the student’s schedule in a few places (e.g. notebook, desk, fridge)

The information in this section is designed to be introductory. It does not include all of the options and approaches that can be useful for an individual child. Educating a child with Asperger Syndrome requires the challenging combination of consistency and creativity. We urge parents to pull together a team of supportive friends or family and professionals to work with you along the way. With support, parents are better able to look beyond the challenges and better enjoy the talents and strengths their child has. Remember that AANE has expertise and referral information for you when needed. Just contact Jean Stern ((617) 393-3824x308) or Brenda Dater ((617) 393-3824x311).