The fact that children with Asperger’s have difficulty understanding social interactions, including nonverbal gestures. They may fail to develop age-appropriate peer relationships, or be unable to share interests or show empathy. When confronted by changes in school routine, they may show visible anxiety, withdraw into silence or burst into a fit of rage(My Aspergers Child 2016). There are ways to decreases the chances of this happening, by making a few accommodations in your classroom. 

 

 

Important accommodations Educators can make: 

Create a structured, predictable, and calming environment.

 

Create fewer transitions throughout the day. For example, try to create a schedule that eliminates unnecessary movement from one location to another.

 

Prepare the student in advance for any changes in routine or other unexpected activities. Create a standard of introducing change in advance like “Today will be different..."

 

Provide whatever support and information you can to the parents.

 

Enjoy and make use of your child’s verbal and intellectual skills. 

 

Provide a climate of tolerance and understanding in the classroom. Consider assigning a peer helper to assist the child in joining group activities and socializing.

 

How to educate professionals: 

Educate yourself- Children with Asperger’s syndrome can have a variety of behaviors. Learning about how Asperger’s specifically effects your student can be very helpful. 

Reach out to parents- Find out what’s going on at home, see if it’s different or the same from what’s going on at school. 

Prepare your classroom- Have a daily routine, and always make the student aware of any changes prior to the change happening. 

Collaborate with other school officials and the parents to develop the best IEP.

Learn how to manage behavioral challenges. 

Cultures all have different demeanors and practices. It is hard for any ESOL learner to come to America and learn English, because American English contains so many slang words and sarcasm that isn’t directly stated or taught anywhere so the person with Asperger’s can’t understand expectations. Think of it this way, if most Americans were to go to China, they would worry for us because we do not function in the same family structure. 

Different Cultures also play a role in expectation’s regarding children’s milestones. Like speaking, toilet training, and walking. Indian families, studies showed, are more likely to notice delays in socialization rather than delays in speech, while American families detect more general developmental delays rather than social shortages. This also directs towards some cultures refusal to accept that their children have a disorder. (Cultural 2007)

According to Jawad, in a study with two boys, one of Asian background (A), and one of white ethnicity (B), both were diagnosed with Asperger’s for some different and explainable reasons. Boy A has a ritual of tidying things constantly and using a variety of the same thing. He maintains eye contact, shows no evidence of a mood disorder or paranoid delusions, but was diagnosed on the basis that he didn’t develop relationships with peers and lacked social and emotional exchange. Boy B was diagnosed on the basis of eye-to-eye gaze being impaired and being socially isolated, although being mentally stable his whole life. These boys were both diagnosed in America, whereas the boy A may not have gotten diagnosed in his home country because of the typical stereotypes that allowed him to appear completely normal. 

It's important to note that children can exhibit signs and symptoms of Asperger's when learning English in particular because they may voluntarily exempt themselves from peer-relationships as they cannot communicate with fluent English-speakers as well while they are learning the language as they may feel they can't fit in. This is similar to children who are socially rejected or withdrawn because they may like uncommon things that can make them less "popular."

Asperger's Syndrome - Autism Society. (n.d.). Retrieved November 20, 2016, from http://www.autism-society.org/what-is/aspergers-syndrome

Cultural Differences. (2007). Retrieved November 16, 2016, from http://www.autismgateway.com/c_cultural.html

 

Jawad, S., & O'homba, I. (2007). Transcultural Issues in Asperger's Disorder. The Primary Care Companion to The Journal of Clinical Psychiatry, 09(05), 394-396. doi:10.4088/pcc.v09n0511c

Klein, M. D., & Chen, D. (2001). Working with Children from Culturally Diverse Backgrounds. Albany, NY: Delmar Thomson Learning.

McCrea, B. (2013). 7 Free Apps for Keeping Parents and Teachers Connected. Retrieved from https://thejournal.com/Articles/2013/06/11/7-Free-Apps-for-Keeping-Parents-and-Teachers-Connected.aspx?Page=2

My Asperger Child. (2016). Retrieved November 20, 2016, from http://www.myaspergerschild.com/2010/10/teaching-strategies-for-aspergers.html

Social Communication Development in Children with High-Functioning Autism, including Asperger Syndrome. (2011). Retrieved from http://www.hanen.org/About-Us/What-We-Do/Asperger-Syndrome.aspx

Tools for Professionals. (2012). Retrieved from https://www.autismspeaks.org/family-services/resource-library/tools-professionals

What is Asperger Syndrome? (n.d.). Retrieved November 20, 2016, from http://aspennj.org/what-is-asperger-syndrome