Asperger Syndrome - What Teachers Need to Know: Written for Cloud 9 Children's
Matt Winter
Jessica Kingsley

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„Asperger Syndrome - What Teachers Need to Know“ presents an immediate outline pertaining to what parents and teachers may to expect when dealing with children having Asperger Syndrome.

Children having the syndrome may show evidence of a deficiency of empathy, may be immature, inappropriate or present one sided interaction. These children may have little to no capacity for forming friendships, may present sophistic, or recurring speech, have meager nonverbal communication, concentrated fascination for certain subjects, and may have ungainly or poorly coordinated movements in addition to odd postures.

The chapter entitled What is Asperger Syndrome presents amplification regarding what Asperger is, and how it may be characterized in kids who have the Syndrome. At times Asperger is referred to or thought of as high functioning autism. Asperger Syndrome presents Social Interaction, Communication, Imagination and Sensory Sensitivity complexities.

Along with listing many of the problem areas exhibited by kids having Asperger Syndrome, Writer Winter also suggests many positive traits these kids also exhibit including honesty, reliability, dedication and determination.

Chapter two in particular addresses symptoms children having the syndrome may present, however it is well to bear in mind that no two subjects present exactly the same set of symptoms. In general these children will not comprehend why people lie, will say precisely what they think with no regard to situation or feelings of those spoken to and will exhibit intense loyalty.

Children having Asperger are frequently imaginative, often have out of the ordinary interest bordering on enthrallment to fixation, benefit from routine, often have dilemma when trying to read societal cues or body language in others, exhibit high stress levels, tire more easily than others, have trouble when expressing or modulating emotions and have trouble reading other people’s emotions. These children often have a powerful personal moral code coupled with a total sense of justice, often suppose that everyone believes unerringly as he does, have little consciousness that his words or behaviors are hurting others and will often deem that he is absolutely right no matter evidence to the contrary.

On an intellectual level these children are inclined toward literal thinking and often miss implied meaning, have more trouble than peers when trying to sequence, and recollect more easily what is seen rather than what is said. Children having Asperger may often have short term auditory memory loss, are regularly able to remember and list large amounts of true-life data, are less perceptive than are many others, and often have trouble thinking through how specific outcomes may arise.

Kids having Asperger often have difficulty generalizing, find ambiguity objectionable, will not often want to make any attempt should even possibility of mistake present itself, often have trouble with handwriting, fine motor skills are more difficult.

Writer Winter is a primary teacher and tenders proposals for classroom strategies as well as those for helping kids develop social skills, guiding kids on playground, how para professionals can be used for helping kids with severe problems, who in school needs to know this child has the syndrome.

Winter discusses homework and whether it should be offered for these kids, how kids having Asperger can be aided with study habits, what should happen before the child changes class or school, and qualifications needed for teaching the child and how to gain more knowledge concerning Asperger.

Writer Winter elucidates Asperger's characteristics obviously and plainly, without relying on surface jargon. I like that affirmative characteristics of children with Asperger's are presented along with the more troublesome, less positive ones.

I have both taught kids having Asperger, and have raised a child who presents many of the characteristics. My own child is old enough that autism and Asperger were not terms used much. He was thought simply to be a strong willed child.

„Asperger Syndrome - What Teachers Need to Know“ offers a fast reading précis of behaviors teachers may see exhibited in the classroom by children having Asperger's, and proffers some stratagem for use when working with kids having those characteristics.

Because we see more and more children with definable issues in the classroom today, understanding of Asperger Syndrome has increased as has recognition for many of the other attendant syndromes, conditions and behaviors children may present. Most teachers I know have far more expertise for and understanding of many conditions unheard of when first I began teaching.

“Asperger Syndrome - What Teachers Need to Know” provides a synopsis of current information regarding AS. Happy to recommend.