The Inclusive Classroom: Teaching Students with Asperger’s Syndrome in the General Education Classroom
I. What is Asperger’s Syndrome?
Asperger’s Syndrome is a pervasive developmental disorder that falls within the autistic spectrum of disabilities. Asperger’s Syndrome is defined in the DSM-IV Manual as:
A. qualitative impairment in social interaction, as manifested by at least two of the following:
1. marked impairment in the use of multiple non-
verbal behaviors such as eye to eye gaze, facial
expression, body postures, and gestures to regulate
social interaction
2. failure to develop peer relationships appropriate to
developmental level
3. a lack of spontaneous seeking to share enjoyment of interests or achievements with other people (e.g., by a lack of showing, bringing, or pointing, out objects of interest to other people)
4. lack of social or emotional reciprocity
B. restricted repetitive and stereotyped patterns of behavior, interests, and activities, and manifested by at least one of the following:
1. encompassing preoccupation with one or more
stereotyped and restricted patterns of interest that is
abnormal either in intensity or focus
2. apparently inflexible adherence to specific, non-
functional routines or rituals
3. stereotyped and repetitive motor mannerisms (e.g.,
hand or finger flapping, or twisting, or complex
whole-body movements)
4. persistent preoccupation with parts of objects
Now, in a teacher-friendly language, let’s discuss some of the typical characteristics that a student with Asperger’s Syndrome may exhibit in the... [continues]
I. What is Asperger’s Syndrome?
Asperger’s Syndrome is a pervasive developmental disorder that falls within the autistic spectrum of disabilities. Asperger’s Syndrome is defined in the DSM-IV Manual as:
A. qualitative impairment in social interaction, as manifested by at least two of the following:
1. marked impairment in the use of multiple non-
verbal behaviors such as eye to eye gaze, facial
expression, body postures, and gestures to regulate
social interaction
2. failure to develop peer relationships appropriate to
developmental level
3. a lack of spontaneous seeking to share enjoyment of interests or achievements with other people (e.g., by a lack of showing, bringing, or pointing, out objects of interest to other people)
4. lack of social or emotional reciprocity
B. restricted repetitive and stereotyped patterns of behavior, interests, and activities, and manifested by at least one of the following:
1. encompassing preoccupation with one or more
stereotyped and restricted patterns of interest that is
abnormal either in intensity or focus
2. apparently inflexible adherence to specific, non-
functional routines or rituals
3. stereotyped and repetitive motor mannerisms (e.g.,
hand or finger flapping, or twisting, or complex
whole-body movements)
4. persistent preoccupation with parts of objects
Now, in a teacher-friendly language, let’s discuss some of the typical characteristics that a student with Asperger’s Syndrome may exhibit in the... [continues]
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(2011, 04). The Inclusive Classroom: Teaching Students with Asperger’s Syndrome in the General Education Classroom. StudyMode.com. Retrieved 04, 2011, from http://www.studymode.com/essays/The-Inclusive-Classroom-Teaching-Students-With-660514.html
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"The Inclusive Classroom: Teaching Students with Asperger’s Syndrome in the General Education Classroom." StudyMode.com. 04, 2011. Accessed 04, 2011. http://www.studymode.com/essays/The-Inclusive-Classroom-Teaching-Students-With-660514.html.
