ASPY PRE K Learning A Second Language

Learning a Second Language: Issues for
Teaching Young People With Asperger's

Syndrome
written by: Anne Vize edited by: Tricia Goss
updated: 1/4/2012
This article explores the issue of Asperger's
second language acquisition; when and how to
teach a second language to a young person with
Asperger's Snydrome. Read on to learn about
Asperger's Syndrome and how to teach
effectively to a person with this syndrome.
What is Asperger's Syndrome?

Asperger's Syndrome is a condition which is
placed upon the Autism Spectrum. It is known
as one of the Autism Spectrum Disorders.
People who are affected by Asperger's
Syndrome are, as a general rule, more able to
function independently than someone with
autism, and they are often able to develop a
greater range of skills in academic contexts.
Sometimes people with Asperger's Syndrome
are diagnosed early in life (as is generally the
case with people with autism) but sometimes
they are not diagnosed until adulthood.
http://www.brighthubeducation.com/teaching-tips-foreign-languages/64308-aspergers-andlearning-languages/
Asperger's Syndrome can cause difficulties in

areas of functioning including:
communication
social skills and interpersonal interactions
activities of daily living
social and emotional development
imagination and abstract thinking
Some people with Asperger's Syndrome have
cognitive skills which are well developed and
have an IQ which is in the normal or above
average range, while others may have an
intellectual disability as a concurrent condition
with their Asperger's Syndrome.
Second Language Issues

One of the issues to consider when planning a
teaching program for second language
acquisition is whether learning a second
language is the highest priority for a person
with Asperger's Syndrome. To make this
decision, you will need to consult with:
the student themselves
parents or care-givers if applicable
others involved in the planning of teaching
programs to the student
You will need to weigh the importance of the
person acquiring a second language, what else
they could potentially be learning in that time

(such as literacy, numeracy or community
based independence skills) and their right to
access a full range of academic learning
programs, including learning a language. It is
wise to consider these issues in the light of the
person's IEP (Individual Education Plan) if they
have one.
In Class Strategies
There are some useful strategies and
considerations when teaching a language to
someone with Asperger's Syndrome. Here are
a few suggestions:
Find out how they learn best - this information
may be in their IEP, or you could talk to the
person about their preferred learning styles
Concrete examples - you may find that
concrete, meaningful, real life examples of
language work best, and that abstract or
imagination based tasks are much more
challenging
Role play - this is a handy strategy, providing
the young person is able to understand that it is
a role play and not a real life event that you are
conducting
Language in action - show how language is used

in a practical way, with language being used in
cooking tasks, when reading a magazine, in
online activities or in conjunction with other
learning (such as games on an interactive
whiteboard) or through specialized teaching
resources
Myth Busting
You may come across some myths about
Asperger's Syndrome from time to time. This is
a good chance to dispel a few!
People with Asperger's Syndrome are not
geniuses - they have a particular condition
which affects many facets of their life. You
may observe them operating in a particularly
skilled way in some discreet areas (such as
remembering numbers or sequences) but this
does not make the person a genius.
Movies are not real life. The portrayal you see
in movies sometimes of people with an autism
spectrum disorder does not always reflect true
life!
Asperger's Syndrome is not caused by poor
parenting - this theory has been well and truly
put to bed, although only after many
generations of shattered parents have
suffered great emotional turmoil blaming

themselves and being blamed by others for the
disability of their young person. Avoid
perpetuating any myths yourself - take the time
to learn about Asperger's Syndrome second
language acquisition through further reading
and professional development.
Does
Your
Student
With
Asperger's
Understands What He Reads?
written by: Sharon Dominica edited by:
Elizabeth Stannard Gromisch updated:
10/28/2014
Is your child with Asperger's struggling to
understand what he or she reads? Here are
some ideas on teaching reading comprehension
to the Asperger's student.
Teaching Words with Pictures:

Children with Aspergers struggle with some
aspects of language and thus reading
comprehension too. They are mainly visual
thinkers,
and thus find it difficult to
think with words and understand them. This
article on teaching reading comprehension to
Aspergers student, can be used to help
children comprehend what they read in a better
way. These can be used with aspergers
children who are just learning reading skills,
and will help build a good foundation for
reading.
While introducing language to children with

aspergers, try to associate words with
pictures. Associate the word Up with a plane
going up, similarly bring a toy plane down as
you show the child the written form of the word
down. In the same vein you can make word
cards with pictures.
Practical Experiences, not Fantasy:

Children with Aspergers find it difficult to
understand books and stories about things that
are not tangible. Thus they are not able to
comprehend and enjoy fantasy stories. Provide
stories and books about practical experiences
and about things that the children have felt and
experiences. Children will also enjoy nonfiction
books about things that they are interested in.
This child looks for the same direction in his
books as he needs in his life.
Sentences and Stories with Pictures:
When a child is learning to read, they may enjoy
reading more if they have stories with pictures
that illustrate the sentence. The pictures must
exactly illustrate the sentence and not be
abstract. This will help the children understand
the meaning of the words, and follow the story.
Use of Social Stories and Comic Strip

Conversations:
Social stories are short stories with realistic
pictures or illustrations that depict common
situations
in
daily
life.
Comic
strip
conversations are small illustrations where the
conversation is recorded in bubbles like a
comic strip. Both techniques provide an
opportunity for children to observe the
pictures, and understand it in the context of the
words. They will also pick up social skills
through these methods.
To Teach Where, When, Why, What:
Children with Asperger's and autism find it
difficult to understand abstract words like
where, when, why and what. Use short
explanatory question and answer paragraphs
to help children understand the function of
these words. Help children read a short
paragraph on topics like Where do the birds
go in the winter? and What are the different
colors in the rainbow?
Limiting Text Per Page
When children with Asperger's Disorder start
learning to read, they may find it difficult to
cope with too many words or sentences per
page. It may become too frustrating for them.

Also, some children may struggle to attend to
the exact word or line that they are supposed
to read. For this reason, finding books that limit
the number of sentences on a page helps
children concentrate better, and read more
easily.
Helping Asperger's Syndrome Students Adapt
to Classroom Transitions
written by: Dr. Anne Zachry edited by:
Elizabeth Stannard Gromisch updated:
5/26/2015
Asperger's syndrome is a disorder that is part
of the autism spectrum. Students who have this
syndrome are prone to intense anxiety due to
changes in routine, and this can create
problems at school. Here are some ways to
prepare an Asperger's child for upcoming
classroom transitions.
Asperger's Syndrome: Characteristics

One of the developmental disorders that is
included on the autism spectrum is Asperger's
syndrome. People with Asperger's syndrome
tend to be highly verbal and intelligent, but they

lack the natural ability to properly socialize
with others and they tend to display obsessive
behaviors. Asperger's children in the
classroom may struggle with transitioning
between activities due to their fear of changes
in routine, disruption and the unknown. These
issues can quickly escalate into extreme
tantrums and emotional meltdowns for the
Asperger's child. Teachers can help to prevent
this by using a variety of techniques designed
to make classroom transitions smoother for
students with Asperger's syndrome.
Transition Challenges For Asperger's Students

Younger children with Asperger's disorder
have a particularly hard time adjusting to the
daily activities of a classroom. This is because
Asperger's syndrome affects the frontal lobes
of the brain, which is the area that handles
executive functioning. This area of the brain
controls the ability to switch mental mindsets,
or transition from one activity to another. This

is also the area of the brain that allows us to
adjust our thoughts and tells us when to wait.
Because Asperger's children have problems
with their executive functions, it is often
difficult for these students to move from one
place to another. It is also challenging to stop
one task and initiate another. Impulse control
may also be an issue for these students. In
some situations, Aspergers children switch
tasks abruptly at inappropriate times.
For example, students with Asperger's
syndrome may become so intensely involved
with building a train track during free time that
they cannot easily transition to sitting at the
table for an art project. Their minds are rigidly
focused on their current interests, and having
to abandon such interests can provoke an
attack of nerves and anxiety.
Transition Tips for Asperger's Students

One way that teachers can ease the transitional
process for young students with Asperger's
syndrome is to use picture charts. These
charts clearly show each activity that takes
place during the school day: a separate picture
for each part of the day can be attached or
removed from the board with Velcro.

Asperger's children respond well to visual
cues, and the picture chart will serve as a
reminder that one activity has ended and
another is starting. For example, a teacher
could say to an Asperger's student, "Snack
Time is over soon, would you like to remove the
Snack Time picture from the chart?" This
process can be completed for all activities, and
children with Asperger's syndrome will
eventually learn to anticipate the classroom
routine. When using visual schedules, it is often
helpful to alternate preferred and nonpreferred activities so that the student has
something to look forward to after a nonpreferred activity.
Timers are also useful tools to help students
with
Aspergers
syndrome
deal
with
transitions. The times can be clearly set,
showing the child how much time is allowed until
their current activity must end. There are many
different types of timers available, including
digital times, egg timers and basic kitchen
timers. Select the timer that best meets an
individuals childs needs. For example, digital
times may be more appropriate for students
who know their numbers, while egg timers may

work best for younger children.
Natural stopping points can also provide cues
for transition times for Asperger's students.
For example, the end of a chapter in a book can
be marked with a bookmark, and the child can
be told, "when you finish the chapter, we will
take a break." Other natural stopping points,
such as the end of a TV show can be used as
reminders. For example, "when the TV show is
over, it's time for you to take a bathroom
break."
Teachers can use verbal cues to remind older
students with Asperger's that a transition will
be forthcoming. Students who understand the
concept of time will be prepared to end their
present activity when they hear sentences
such as "Math is ending in five minutes, then it
will be time for Science." Keeping a written log
of the daily classroom schedule highly visible
for Asperger's students is also an effective
way of preparing them to adjust their mindsets
for the changes that will be occurring.
Teachers should also provide ample time for
notifying children with Asperger's syndrome of
a special event that is not a normal part of the
classroom routine. Unpredictable events such
as student assemblies and fire drills can still be

positive experiences if the students have a
clear awareness of when they will take place.
For example, these activities can be added to a
visual schedule, or the teacher can simply write
on the board, "fire drill today, or special
assembly at 10:00 a.m."
Though classroom transitions are
more challenging for students with Asperger's
syndrome than for neurotypical children,
teachers will find that day-to-day school
routines can run more smoothly when the
suggested strategies are utilized. Being willing
to help Asperger's children in the classroom to
adapt and offering emotional support
facilitates a smoother process with transitions.
Strategies for Teaching

Aspergers Syndrome
Students
with
written by: Keren Perles edited by: Elizabeth

Wistrom updated: 9/11/2012
Students with Asperger syndrome have
several issues that can affect how they
interact in the classroom. These teaching
strategies for Asperger syndrome (AS) will
give you some ideas about how to help your AS
students in the classroom.
Be Consistent
Predictability and structure are key to working
well with a student who has Asperger
syndrome. Try to structure your class time the
same way each day, and prepare the student
for any changes in the routine, no matter how
minor they may seem to you.
Encourage Socialization
Encourage the student with Asperger
syndrome to work in pairs or groups, especially
if he displays lack of social awareness. You
may also want to consider instituting a buddy
system in which a sensitive classmate can look
out for the student with Asperger syndrome.
Assist With Attention Problems
If the student with Asperger syndrome has
attention problems, it is preferable to seat her
in the front of the classroom. You can also
arrange to use a certain gesture that only the
student will recognize in order to get the
students attention when her mind begins to
wander. It may also help to break a lesson down
into shorter time blocks so that the student will

be able to attend as needed.
Teach Coping Strategies
Many students with Asperger syndrome are
emotionally vulnerable, which means that a
minor incident can sometimes cause them to
fall apart. You can help them handle the
inevitable ups and downs of life by teaching
them coping strategies that they can use when
things dont go the way theyd like for them to
go. For example, you can help them identify
their negative emotions based on their physical
reactions how tense their muscles are, what
their facial expression feels like and can
coach them on ways to deal with stresses that
make them feel upset. You might suggest that
they count to ten before they react, or that they
learn to say I dont like that instead of acting
out. These teaching strategies for Asperger
syndrome can help them not only in your class,
but throughout their lives.
Helping Kids With Autism Develop Fine-Motor
Skills
written by: Barbara Smith edited by: Laurie
Patsalides updated: 1/5/2012
Helping kids with autism develop fine-motor

skills involves adapting the environment and
activities to address sensory motor and
learning needs.
Promoting Attention to Tasks
Squeeze toys help kids to focus.
Young children on the autism spectrum often
have difficulty developing the fine-motor skills
that lead to eye-hand coordination, visual
discrimination and eventually reading and
writing. Distractibility and a preference to seek
out movement and other sensory experiences
often impact a childs ability to sit and learn
basic skills such as fitting shapes through
openings and placing pegs inside holes.
Preschool teachers and therapists can create
environments and adapt activities to help
children develop these critical skills.
Helping kids with autism develop fine-motor
skills begins with creating a work environment
as distraction-free as possible. A child may
benefit from wearing head phones to block out
sounds. Seat the child facing a wall or partition
with little visual clutter and nothing to touch

except the activity you are teaching.
Experiment with different types of seat
cushions or sitting on a therapy ball with legs
(so that it wont roll). These enable the child to
have some movement while seated. The child
might also benefit from working in alternative
positions such as reclining in a bean bag, sitting
in a rocking chair or kneeling at the table.
Keep the training sessions short and frequent,
ending with a sensory reinforcement such as
time on a trampoline or use of squeeze balls.
Addressing the childs sensory needs through
seating, activities and reinforcements will
promote focus and motivation.
Adapt Activities With Sensory Components
Toothbrush motor adds sensory component.
Adapt fine-motor activities by adding a sensory
component such as sound, bright lights or
vibration. Some commercially available toys
such as ring stacks and form boards play music
or flash lights upon completion. Vibration may
be added to containers or tubes used for ring

stacks by placing the handle from an electric
toothbrush or a vibrating pen (with the point
removed) inside.
After a child has learned how to insert objects
inside containers, increase the challenge by
providing blocks to fit through a square
opening or Lotto cards that fit through a
rectangular opening in a coffee can lid. Again,
place the vibrating device inside the container
to motivate the child.
Unlike commercial shape sorters, these enable
the child to practice fitting one simple shape in
an opening before attempting to match complex
shapes to several openings.
Simplify Activities
Children with autism often have difficulty with
motor planning or the ability to plan and execute
new motor skills. Simple adaptations such as
using larger materials can increase success.
For example, a homemade lacing board with
only 3-4 large holes will be easier than the
boards sold with several smaller holes.

Stacking small boxes that are weighted with
sand inside are easier to coordinate than small
blocks.
This use of heavier materials increases body
awareness and the sand makes an interesting
sound. An adapted pegboard can be made using
small plastic bottles filled with water that fit
inside holes in a cardboard box. Add glitter to
make the water sparkle. The bottles shown in
the photograph below have tiny pieces of
colorful
plastic
inside.
The
natural
reinforcement upon task completion is playing
with the bottles.
Whether fine-motor activities are purchased
or homemade- parents and educators should
consider adaptations that simplify and/or add a
sensory component. Then they can gradually
add challenges such as smaller pegs or more
complex shapes to fit inside a shape sorter.
Once the child experiences success, he or she
may be motivated to try other fine-motor
activities. The key is to have fun. So, remember
when helping kids with autism develop finemotor skills- that if YOU find the activity to be
enjoyable, chances are good that the child will
too.
Adapted Activities
Pre-K IEP Goals for Autistic Children
written by: Lisa Pulsifer edited by: Elizabeth
Wistrom updated: 1/5/2012
Early intervention has been proven to provide
the best outcome for children with autism. For
this reason, pre-K programs are extremely
important. IEP goals should provide the child
with the opportunity to work on social
interaction,
communication
and
age
appropriate academics.
Children with autism benefit from being
diagnosed early and starting interventions as
soon as possible. One way to do this is through
pre-k programs that allow children to interact
with each other and learn the skills required to
be successful in the classroom as they get
older.
Since children with autism do not pick up these

skills like their neurotypical peers, they must
be provided with instruction in order to learn
them. While academics are an important part of
this, social skills and the ability to communicate
with others are what will really determine their
ability to succeed in school. With all of this in
mind for the student with autism, pre-K IEP
goals should be sure to include a healthy
balance of activities meant to address each.
Communication
For children on the autism spectrum,
communication can be very difficult. Even for
children able to use their voice, the nuances of
language and how conversations work can
prevent them from appropriately interacting
with others. Children with autism that are
unable to speak with their voice should begin
finding ways to successfully express
themselves through other methods, such as a
communication device, picture cards or sign
language.
Example goal for a verbal child with autism:
Susy will participate in a conversation by

verbally expressing one thought on topic with
what her communication partner brings up on
3/4 opportunities.
Example goal for a nonverbal child with autism:
Mandy will hand a communication partner a
picture card representing a desired item that
she would like to use on 3/4 opportunities.
Social Skills
How children interact with each other and the
adults in their school is also an important part
of learning and succeeding in the classroom.
While all children are developing and fine tuning
these skills, it is important for special attention
to be given to kids with autism who will have
difficulty doing so based on social cues from
others. Therefore, for the student with autism,
IEP goals should include developing these
skills, especially in ways that are commonly
required in the classroom.
Examples:
Susy will raise her hand to ask the teacher a

question when in a classroom group setting on
3/4 opportunities.
Mandy will participate in interactive play during
a game waiting and taking turns appropriately
for at least two turns.
Academics
While academics should not be the priority of a
a pre-K IEP, this is a good opportunity to
address the basic skills that will be needed,
such as number recognition, letter recognition
and pre-literacy skills. Beginning to work on
these skills can also help address the fact that
it sometimes takes children with autism a
longer time to learn things than it does for
some of their peers.
Examples:
Sharon
will
demonstrate
receptive
understanding of the number 1-5 by pointing to
the named number in a field of 4 on 3/4

opportunities.
When handed a book, Susy will turn it the
appropriate way and flip through the pages on
3/4 opportunities.
Mandy will pick her name out of a field of 4 that
includes other names of students in the
classroom on 3/4 opportunities.
Considerations
When it comes to a student with autism, IEP
goals should address anything that will
potentially make it difficult for a child with to
succeed within the classroom. This can include
behaviors that might develop over time.
Because of the young age of these students, it
is important to set high expectations and always
push them to go a little beyond where they are
at the time. However, this needs to be done in a
positive way, because like all children, the first
impressions they have of the school setting can
set the tone for many years to come.
Helping Preschoolers with Aspergers Improve

Gross Motor
written by: Cheryl Gabbert edited by: Sarah
Malburg updated: 7/12/2012
Children with Aspergers Syndrome are often
challenged with poor gross motor coordination
skills. Preschoolers with Aspergers Syndrome
may have difficulty with basic gross motor
skills. These skills can be practiced in many
ways. Here are some tips for facilitating gross
motor development.
Gross Motor Skills and Aspergers
Gross motor skills are typically delayed in
preschoolers with Aspergers Syndrome. One
of the common characteristics of Aspergers
Disorder is overall clumsy gross motor
movements. This may affect the development
of some skills that are usually perfected at the
preschool age. Teachers should administer
some form of periodic testing to assess the
challenges the student is facing in gross motor
development. This will enable the teacher to
plan effective gross motor goals. The focus
for a preschool teacher should be to bring the
child to a higher level of participation.
Preschoolers love to run, jump, skip, climb, and

ride a tricycle. Bringing students to a level of
participation in the activities preschoolers
typically engage in increases the probability
that the student will interact socially with his
typical peers. Social interaction through play is
also a challenge for children with Aspergers
disorder, and removing the barriers of gross
motor delays increases the probability that the
child will interact well with his peers.
Gross Motor Skills and Aspergers
Facilitate the development of gross motor skills
in preschoolers with Aspergers disorder with
play. Since peer acceptance during social and
play situations can be a challenge anyway, kids
with Aspergers can really benefit from
developing better gross motor skills on the
playground. Play opportunities on the
playground facilitate gross motor as well as
social interaction. "Big toy" climbing stations
are great fun for kids, and many skills are
developed during play on this popular
playground apparatus. A swinging bridge helps
strengthen walking skills, while slide ladders
provide a fun way to meet climbing goals.
Swings are great too. Teach preschoolers to

"pump" their own swings, building up leg
muscles in the process. Play hopscotch with
some colorful sidewalk chalk and a bean bag.
Have the child bend over with one leg up to pick
up the bean bag. Skipping and galloping races
are also great playground gross motor
activities. Circle soccer can be played with the
whole group. Make a big circle and throw a
soccer ball into the circle. The children will kick
the ball around with the goal being to keep the
ball in the circle. It's a fun way to practice
kicking skills with a game. A basketball goal set
up for young children with a lowered basket is
another great playground gross motor activity
for kids with Aspergers. Even a simple game of
tag can give preschool kids great opportunities
to practice running.
When planning gross motor goals for children
with Aspergers Disorder, teachers should plan
to address the overall clumsiness that is
typically seen with a variety of activities that
improve overall gross motor skills. Play is the
best way to improve gross motor development
with preschool age children. Gross motor skills
can be perfected through everyday play
situations, bridging any gaps that may exist in

basic skill development.

ASPY PRE K Learning A Second Language

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

ASPY PRE K Learning A Second Language

Transféré par

Droits d'auteur :

Formats disponibles

Learning a Second Language: Issues for

Teaching Young People With Asperger's

What is Asperger's Syndrome?

Asperger's Syndrome can cause difficulties in

Second Language Issues

they could potentially be learning in that time

Language in action - show how language is used

suffered great emotional turmoil blaming

Teaching Words with Pictures:

While introducing language to children with

Practical Experiences, not Fantasy:

Use of Social Stories and Comic Strip

page. It may become too frustrating for them.

Asperger's Syndrome: Characteristics

syndrome. People with Asperger's syndrome

tend to be highly verbal and intelligent, but they

Transition Challenges For Asperger's Students

or transition from one activity to another. This

Transition Tips for Asperger's Students

removed from the board with Velcro.

who know their numbers, while egg timers may

as student assemblies and fire drills can still be

Strategies for Teaching

written by: Keren Perles edited by: Elizabeth

into shorter time blocks so that the student will

Helping kids with autism develop fine-motor

with little visual clutter and nothing to touch

be added to containers or tubes used for ring

boards sold with several smaller holes.

Since children with autism do not pick up these

Susy will participate in a conversation by

Susy will raise her hand to ask the teacher a

the named number in a field of 4 on 3/4

Helping Preschoolers with Aspergers Improve

Preschoolers love to run, jump, skip, climb, and

Swings are great too. Teach preschoolers to

situations, bridging any gaps that may exist in

Vous aimerez peut-être aussi