Homework Help for Your Student with AS

By Phyllis Hirsch, M.Ed.

As a parent of a child with AS and a public school teacher, I know the challenges that students with AS face in getting the right educational support. One area that is sometimes overlooked is that of homework. Homework can be a frustrating experience for students with AS, as well as for parents and teachers. With a student with AS, there are a variety of steps that parents should consider taking to reduce the stress level around homework, while at the same time helping make it more educationally valuable.

Although many of the issues referred to below may be addressed in the IEP, we strongly recommend that the team create a separate document intended for use by classroom teachers on a day-to-day basis. The document should be no more than one page long, and should describe each of the following items:

  • The student’s learning style.
  • The student’s strengths and interests.
  • The student’s challenges, and accommodations s/he needs.
  • Signs of stress the student may exhibit (e.g. rocking, flapping, obsessive talking), and strategies that have worked in the past for defusing the situation and helping the student cope.

Meeting with Teachers

Try to meet with each classroom teacher as early as possible in the school year (ideally by the end of September). If your student has a classroom aide, find out if s/he can attend the meeting. It is also helpful if someone from the IEP team attends these meetings.

At the start of the meeting present the short document to the classroom teacher. Briefly describe its purpose and contents. Next, the group needs to cover the following topics:

  • How are homework assignments normally communicated (verbally, blackboard, paper copies, previously distributed course syllabus)? If the teacher’s standard approach is difficult for your student, are alternatives available? If your student has an aide, can s/he make sure the assignments are captured in a notebook?
  • What are the teacher’s homework policies and expectations? Is homework assigned daily? Is there a time expectation? Some teachers will accept incomplete homework after a reasonable amount of time and effort have been expended. Does the teacher want to know what help, if any, the parent provided on a particular assignment? Does the teacher have times when s/he is available to help students with homework? Are there other school resources for this purpose?
  • Identify the optimal place and time for doing the work. In some cases “homework” may be done more effectively in a study center, or with an aide in school, than at home.
  • Identify accommodations the student may needs. Possibilities include:
    • Extra time for assignments, or shorter assignments.
    • Alternative assignments, when the assignment is outside of the student’s capabilities.
    • An extra set of textbooks and/or reference material to be kept at home.
  • What are the primary goals of homework in this class? Some possible goals are listed below. If all of them apply, ask how you as a parent can determine the primary focus for a particular assignment. This is important to know so that your efforts support classroom learning, not just mask the student’s disability.
    • Promote independent study habits.
    • Practice or apply a taught skill.
    • Learn research techniques.
    • Preview/review content.
  • Communications between teachers and parents. Try to establish a regular communications link, preferably weekly: email, written notes, home-school notebook, phone call.
  • Request a study-buddy: a student in the same class whom your student may call to clarify assignments or get missing work.

Establishing a Study Routine

The need a student with AS has for order and predictability can work in his/her favor when it comes to forming effective study habits. Together, figure out the time and environment that are optimal for your student, then stick to them. Consider:

  • Time of day.
  • Length of study time between breaks, length of breaks and acceptable break activities.
  • Study room and conditions: own bedroom vs. room near parent; silence vs. low music, etc.

You probably don’t want your student’s passionate interests to be present during study time, as it is hard for most AS students to switch focus back to the less interesting homework.

Get organized!

  • Provide a clutter-free work surface with tools available in labeled containers.
  • Post a large daily calendar with space to write assignments for each subject and space to check off work when completed. Breaking down assignments into simple steps can help alleviate anxiety and confusion, and support a sense of progress.
  • Provide IN (not done) and OUT (done) baskets.
  • Follow the same steps every day, for instance:
    1. Place class notes and handouts in notebooks or folders appropriate to various subjects.
    2. Stack homework to be completed in the IN basket.
    3. Order assignments by priority (such as due date, difficulty level, or preference).
    4. Complete each assignment, transferring it to the OUT basket.
    5. Place completed assignments in a special folder in the notebook to be handed in

Supporting your student

Every student is different. The kinds of help needed will depend on your student’s learning style, interests, experiences and tolerance. In general, students with AS may need help in:

  • Understanding the teacher’s expectations for assignment length, level of detail or format.
  • Generating, organizing, expanding or explaining ideas.
  • Scribing, typing or editing work.
  • Planning long-term assignments.
  • Differentiating the most important information from the details.
  • Understanding figurative language.
  • Identifying what he/she doesn’t understand.
  • Interpreting diagrams, charts, graphs, or cartoons.

Tips

  • Use technology whenever possible. A computer can make writing and research fun as well as easier. Books on tape may be available for lengthy or difficult reading.
  • Help your child incorporate his/her special interests into content or presentation. Choose a topic that makes use of your child’s interests and expertise. Showcase his/her artistic, literary or technical talents to present a project.
  • If an oral report is required, rehearse non-verbal as well as verbal presentation cues.
  • Be realistic; don’t expect high school level work from an 8 year old.
  • Try to avoid melt-downs. When they occur, let up on the pressure.

Keep your perspective. A single homework assignment will not make or break your child’s education. Maintain your role as your child’s strongest ally. Know when to back off. Remember whose homework it is! Allow your child as much independence as s/he can handle. You may be pleasantly surprised!

Phyllis Hirsch has taught in Massachusetts public schools for over 25 years. She has a background in Special Education and has worked with children of all ages. Her son, who was diagnosed with Asperger’s Syndrome at the age of 7, is now pursuing a degree in Computer Science at Wentworth Institute of Technology in Boston.

Editor’s note: Another valuable article titled "Considering Homework: Should it Be Assigned or Not?" by Dot Lucci is available.

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