 |
| What is Asperger syndrome? |
|
| Asperger syndrome
is best described by the following characteristics: |
| |
- a form of autism yet on the more able end of the autistic
spectrum. Often with at least average or above average intelligence.
- a difficulty in communication (not speech or language).
Often with a very wide vocabulary and ability to talk the hind
leg off a donkey on a subject of their choosing with little awareness
of the reactions of the listener.
- a difficulty in social relationships. Often loners who
are aware of others friendships but unaware of how to make their
own.
- a difficulty with empathy and imagination - e.g.
picking up non-verbal signals from others around them and understanding
others actions and reactions.
|
|
| How is it recognised
in a person otherwise academically able? |
| They will not look disabled in any way and may
give an air of aloof confidence, but this is deceiving. They may: |
| |
- Avoid direct eye contact (but use peripheral vision)
- Avoid shaking hands (or touch in any way)
- Become very uncomfortable with the close proximity of another
person when sitting in crowded places (they may seek to sit at
the back or side, away from the group)
- Not be aware of facial expressions or body language that enhances
or convey meaning whether accompanied by speech or not
- Speak very formal (stilted greetings not followed up spontaneously)
and often lacking in tone or rhythm
- Have difficulty asking for help or even recognising the fact
that they can ask for help (but they may on their topic argue
a point for an extended period to gain clarification)
- Misunderstand or not even be aware of verbal instructions given
to a large group in a casual manner
- Answer rhetorical questions in class groups
- Be very literal in their speech and in their responses to what
is said to them (very little understanding of colloquial language)
|
|
| Issues associated with Asperger syndrome |
| Schools and teachers may have little awareness
or knowledge of Asperger syndrome and not recognise that a distressed
pupil has this form of special need. A disturbingly high number of
children with autism or Asperger syndrome are excluded from primary
and secondary schools each year. |
| |
| Teenagers and young adults with Asperger syndrome
will be more likely to have an awareness of their difference to those
around them but have no idea how to deal with this feeling of isolation.
At worst, the results can be depression and even more isolating behaviour. |
| |
| Their verbal ability combined with insecurity can
lead them into arguing why they do not have to do something, therefore
the rules of any situation needs to be made clear right from the start
(start as you mean to go on). These rules may need to be written down
for referral at any time. |
| |
| They may rely quite heavily on the familiar presence
of a particular teacher, helper or work colleague until they are very
familiar with the routine and have gained confidence within the situation.
They can then become very reliable, prompt and eager students/employees. |
| |
| Ideally, they will benefit initially from having
the same helper in all situations so that both can get to know the
other and a level of trust build up. A different helper each day will
be counter-productive. |
| |
| The inherent lack of empathy of the Asperger
syndrome student/employee and their formal, sometimes abrupt way of
communicating, may be off putting to someone who does not know them.
It will take a special effort on the part of family/friends/teachers/colleagues
to get to know the person underneath this front and to help them build
a relationship. |
| |
| Most especially it must be noted that a young adult
with Asperger syndrome, for all their ability with words, is a very
trusting and vulnerable person who takes what is said very literally
and this can lead them into possibly distressing or dangerous situations. |
| |
