Asperger’s Syndrome

Characteristics, Placement Options,

and the Costs

By Grace Crowley

Characteristics of

Asperger’s Syndrome

Asperger’s Syndrome is a developmental disorder which is

characterized, primarily, by a distinct lack of social skills and

difficulty in dealing with others in social relationships (NICHCY,

2003). Additional characteristics include:

Poor concentration

Restricted Range of Interests

Difficulty with Changes in Routine

Poor Motor Coordination

“My name is Tim Crowley. I have Asperger’s Syndrome.

I attend school in a regular classroom. I like to go to

school. I wish I could go on the weekends.”

Normal to above average intelligence and excellent language

skills are common for a student with Asperger's Syndrome, but

he or she may have difficulty understanding the subtleties used in

every day conversation, such as metaphors, irony, and humor

(NICHCY, 2003).

Students with Asperger’s Syndrome are unable to read social

cues and do not pick up on the unwritten rules of etiquette that

children learn naturally through the normal process of growing

up. As a result, this can lead to social isolation and extreme

difficulty in making friends and, later in life, holding down a job

(Hallahan and Kauffman, 2006).

These issues can present challenges when deciding on an

educational placement for a child with Asperger’s Syndrome.

The following are possible educational options:

Regular Class Inclusion For inclusion in the regular classroom to be successful for the

student with Asperger’s Syndrome, a teacher should consider

the following:

Keep strong lines of communication open with the student’s parents

Prepare the student for changes in routine with schedules and time

frames

Provide a safe area away from noise and crowds that can lead to stress

Structure seating arrangements to allow for a “peer buddy” system

Encourage the student to participate in activities that make use of their

strengths, such as the math club or computer club.

Strive to create a strong sense of belonging among the students in the

classroom and celebrate diversity (Motechin, 2006).

Regular Class with Consultation

Professional development courses are available to the regular

classroom teacher, as well as consultation with the special

education staff.

The consulting teacher can provide special materials,

equipment, or methods to assist the teacher.

An itinerant teacher can be called upon to assist the student in

the classroom and provide suggestions to the regular classroom

teacher.

A classroom aide can be provided to assist the student with note

taking and positive social interaction (Hallahan and Kauffman,

2006).

Resource Teacher

The resource teacher will schedule sessions with the student

outside of the regular classroom to work on assignments in a

one-to-one or small group setting.

The resource teacher can also work with the student on life

skills, such as job seeking, social cues, and etiquette.

The student can work with the resource teacher during testing

to reduce stress and anxiety.

The resource room can provide a more isolated and

comfortable area in which to work (Hallahan and Kauffman,

2006).

“I would really like to play baseball, but I can’t hit the ball

and I fall down when I try to run. So now I just watch and

cheer my friends on.”

Self-Contained Special Class

A self-contained special class usually has a smaller number of

students with similar disabilities.

The teacher is specifically trained in special education and

provides all of the academic instruction throughout the day.

A special education aide is provided to assist in the program.

With the exception of such classes as music, art, or physical

education, students in a self-contained class do not participate

in daily learning activities with their non-disabled peers.

Special education students are able to participate with their non-

disabled peers as their behavior permits (Hallahan and

Kauffman, 2006).

Special Day School

The purpose of a special day school is to provide all-day

instruction for students under the guidance of a special

education staff.

Most special day school students with Asperger’s Syndrome

have been unable to find a suitable program within the public

school system due to severe social and/or emotional challenges

(National Youth Network, 2007).

There are no non-disabled students in attendance.

Homebound or Hospital Instruction

Homebound or hospital instruction is usually very short term; a

few days to a few weeks.

This option is ordinarily reserved for severe behavioral

problems.

The homebound teacher keeps in regular contact with the

classroom teacher (Hallahan and Kauffman, 2006).

Residential School

In a residential setting, the student receives academic and daily

living instruction.

Residential schools provide twenty-four hour care and

supervision away from the student’s home and community.

Students may return home for a weekend visit, but will remain

in the residential setting during the rest of the week.

This option is the most restrictive on the Continuum of

Alternative Placement (Hallahan and Kauffman, 2006).

Conclusion

Most students with Asperger’s Syndrome are able to maintain

in the regular classroom or the self-contained program.

Students are placed in the least restrictive environment (LRE)

based on their behavioral needs.

As students with Asperger’s Syndrome move through the

educational system, there are coaches and counseling services

dedicated to assisting with transitions from high school to

college to job training and career choices.

“I’m going to the prom. I got so excited that I forgot to ask

my girlfriend to go with me! I hope she comes!”

“Well, I graduate tonight, and I’m off to college. I’ll be

studying Theatre Arts.”

References

Hallahan, D., & Kauffman, J. (2006). Exceptional learners. Boston: Allyn and

Bacon

Motechin, S. (2006) What is Asperger’s Syndrome?. Retrieved September 18, 2007,

from http://www.behavioradvisor.com/AspergersSyndrome.html

National Youth Network. (2007). Day schools. Retrieved September 17, 2007,

from http://www.nationalyouth.com/dayschools.html

NICHCY. (2003). Pervasive developmental disorders. Retrieved September 17,

2007, from http://www.nichcy.org/pubs/factshe/fs20txt.htm