Diverse learner

General Characteristics

Asperger Cognitive Syndrome - Have a Fascination with music (Hanbury, 2005). - Trouble understanding instructions (Willis, 2008) - Heightened sensory experiences (Smallwood, n.d) - Difficulty in problem solving thinking abstractly (Moreno & ONeal, n.d) - Respond to visual cues and aids (Attwood, 1998).

Teaching/ Learning strategy - Changes to the delivery of curriculum with the uses of visual cues. (Marks et al., 2003) - Now and next timetable (Stevenson, 1992). - Using music to calm the classroom atmosphere (Hanbury, 2005). Briefing throughout the day (Hyde et al,2010). Transition routines. (Skilbeck, 1992).

Justification

Behavioural - Respond to consistency and predictability of a routine. (Failure to do so may result in behavioural implications) (Stevenson, 1996). - Prefers order within classroom and physical

Peermediated support and buddy system (Hyde et al, 2010). (Stokes, n.d). Explicit teaching (Attwood, 1998).

When concepts must be used or taught which include abstract views visual cues such as; drawings, tables, pictures, graphic organisers or written words to magnify the abstract idea should be used. (Moreno & ONeil n.d). Visual aids will help support the learner while also offering an element of independence when problem solving (Marks et al., 2003). The uses of visual aids when teaching across all areas of the curriculum as children with AS learn and think visually (Attwood, 1998). Visual aids will make instructions and general concepts easier to understand, enable students to hold longer attention spans and also give students a specific resource to refer to (Marks et al., 2003). Use music to promote social interactions and gather attention (Hanbury, 2005). This will stimulate the AS students sensors and gain their attention, however, the music should be of a calm nature as aggressive or overly loud music may have the reverse affect and alarm the student (Hanbury, 2005). Having a structured timetable stuck on the students desk for reference and adequately informing the student of any changes to the day (Stevenson, 1996). The uses of a now and next interchangeable velcro timetable may also be beneficial (Stevenson, 1992). Having constant briefing sessions to inform the student about the routine for that particular day, this will help them feel in control and aware of what

environment Stokes, n.d)

Curriculum differentiation by using students interests (Attwood, 1998).

Social & Emotional - Un aware of social conventions (Jackson, 2002) - Lacks empathy (Attwood, 1998) - Does not observe others personal space and may interact by hugging or kissing and does no realise it is inappropriate ( Sohn & Grayson, 2005). Communication - Does not understand the exchange of verbal and non verbal communication (Sohn & Grayson, 2005) - Difficulty maintaining a conservation (Attwood, 1998).

to expect (Hyde et al,2010). Have a whole class structured transition method for students when moving from one setting to another (Skilbeck, 1992). The classroom environment should be at all times tidy and un cluttered as an over crowded and messy environment leave AS children feeling overwhelmed and sometimes frightened (Smallwood, n.d) Peer(s) chosen by the teacher can assist the child with AS when a lesson is going to be of a less structured nature and also during social situations if experiencing difficulties (Stokes, n.d). The selected peer(s) can also help by explicitly teaching social rules and conventions (Attwood, 1998). Students with AS can benefit by having a buddy as they can often be excluded because they do not observe the same social characticits as other children, the buddys role to assist in making the child feel safe and accepted within the school environment (Hyde et al, 2010). Students with AS are generally average or above intellectually and generally have specific interests in something particular (Attwood, 1998). AS learners are commonly speaking by the time they begin school however they usually are faced with language problems including; pragmatics, semantics and prosody (Ministry of Education, 2000). Ways of teaching AS children of such language emotions is to role play with students, Coach students during social situations and role model situations and there meanings (Attwood, 1998). The teacher could also explicitly teach

certain common linguistics by using visual aids to support the students learning style (Marks et al., 2003).