THIS ISSUE: Quick Tips for Inclusion of Asperger Students 

Dear Arizona Promising Practices Subscriber,

Welcome to another online addition of the Arizona Promising Practices forum. For those new to this service, each issue, which will now be sent to you on a regular basis, will focus on:

(1) Recommended National Education websites; and

(2) One promising practice article in condensed form. We welcome your recommendations for improvement to this forum or suggestions on future topics (these will be wide ranging so if nothing in this update interests you, hold on for future editions!)

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In this issue of the Promising Practices Forum we have been asked to identify a set of simple strategies that can be used to include autistic students into the regular education setting. This simple guide can be used as an overview when working to include special needs students into the regular education environment.

National Website of Importance: As virtual field trips and podcasting become more popular in the classroom make sure to visit the Smithsonian Institute website which provides models and tips on how to make these effective. Visit them at http://www.smithsonianeducation .org/

Promising Practice Research and Tips

Basic Inclusion Tips for Asperger Students 

Children with Asperger Syndrome (AS) have a variety of issues that must be addressed on a daily basis. Because these children tend to be high-functioning, many are placed in general education classrooms in order to receive the best education possible. Teachers working with children with AS may not be aware of how to provide the best inclusive environment. The following are strategies and tips that can be incorporated to help these children adjust and become successful in the general education classroom.

1. Establish a schedule early on, and be consistent with it. Children with AS find comfort in knowing exactly what will happen next. By providing these students with a very consistent schedule that has little variance, you increase their sense of security, making them better able to function appropriately in the classroom and feel successful about their work (Atwood, 1998; Brownwell, 2001; Myles & Simpson, 1998).
2. Provide a visual representation of the daily schedule. Posting a chart in the classroom that displays the schedule and routines for the day only add to this security by allowing the child to determine what will occur next so that she has a better transition in the next activity.
3. Write notes in advance for the child of the schedule know what the change will be and when it will occur because variation in the routine can lead to stress and anxiety, which can cause outbursts and tantrums. As stated previously, providing advanced notice of alteration in the schedule allows the child another avenue to obtain and understand the message (Atwood, 1998; Barnhill, 2001a; Council for exceptional Children [CEC], 2002; Myles & Simpson, 1998).
4. Provide visual cue cards to use during instruction and teaching. Due to the difficulty children with AS have in processing auditory input, visual cues of what is being taught could help them be more successful in taking in the new information and remembering it. They may still require more time to process all the information; however, by providing instruction both verbally and visually, you offer students with AS a better opportunity to learn the material (Barnhill, 2001a; Myles & Simpson, 1998).
5. Set clear expectations and boundaries and post them on the wall. Once again, providing a visual representation of what is expected so that the child can refer to it as needed provides security and increased opportunities for comprehension of the material, both of which will increase productivity in the classroom (Atwood, 1998; Barnhill, 2001a; Myles & Simpson, 1998).
6. Provide verbal and written instructions for the child. When giving the class instructions or directions for an assignment or activity, provide written instructions that coincide with your verbal instructions for the child with AS. The instructions can be in a picture form as well as in words to further aid in comprehension and success (Barnhill, 2001a).
7. Ask questions to check the child's understanding of the instructions you have just given, or ask him to verbalize the instructions back to you to clarify understanding. Many times, children with AS appear as though they fully comprehend what is being asked of them or what they have read because of their "professor-like" responses to questions; however, these may mask the fact that their comprehension is truly lacking. By probing further, you can ask more pointed questions or have the child verbalize in her own words, not repeating your exact phrases, what is expected (Barnhill, 2001a; Myles & Simpson, 1998).
8. Use a timer to limit preservation/ echolalia/ singing. Establish the routine that as soon as the timer goes off, the child returns to the previous activity. Some children with AS will begin to perseverate on objects or ideas or participation other behaviors that can hinder academic development during the school day. Providing a time limit will help curb such behaviors so that academic progress can be made. You must establish the routine that as soon as the child begins to exhibit a certain inappropriate behavior, the timer is set for a certain amount of time. The child must then be taught that as soon as the timer rings, she must rejoin the rest of the class in the current activity. As time progresses, the limit must be reduced so that less and less time is actually being spent on such behaviors (Grandin, 2001).
9. Allow the child to earn "free time" in the child's chosen area of interest, such as art or computers, for completing work. Children with AS tends to have an area of intense interest that can consume their conversation and activities. Using this interest to motivate the child can help him learn to be productive in his work while still having time to concentrate on his area of interest (Brownwell, 2001; CEC, 2002; Grandin, 2001).
10. Teach other children how to interact appropriately with the child with Asperger Syndrome in both academic and social settings. Children can be very supportive and accepting of people with disabilities and differences when they are taught to have such compassion and are shown how to work and play with those individuals. In order for the child with AS to be fully accepted in the classroom, the other children in the classroom have to be taught how to interact and accept her. Through role-playing, modeling, and discussions, successful friendships and interactions can take place and even add to the successfulness of inclusion.