| Some people believe that Asperger's Syndrome is | | | | help the child with Asperger's Syndrome to shift |
| synonymous with a lower IQ or even some mental | | | | gears. There may still be times when an incomplete |
| retardation. Nothing could be further from the truth! | | | | assignment will have to be made up at a later time, |
| The mislabeling arose when children with the condition | | | | but if you allocate time in the classroom for this |
| failed to concentrate adequately in class. Naturally | | | | purpose, you will soon find success. |
| they fell back in their studies and before long trailed | | | | * Review the child's writing abilities. If the child spends |
| behind their classmates in scores and grades. Drawing | | | | a lot of time forming letters and numbers and lags |
| the wrong conclusions, the assumption that | | | | behind classmates in this endeavor, it is only logical |
| Asperger's Syndrome and a lower IQ are related was | | | | that concentration on other tasks will lack. It is a |
| soon made. | | | | good idea to offer remedial writing skills at a later |
| Today it is a known fact that poor concentration | | | | time in the day outside the regular class setting so |
| skills are actually one of the symptoms of Asperger's | | | | that the child can speed up his writing. |
| Syndrome, and thus teachers and also parents work | | | | * Children with Asperger's Syndrome should be |
| side by side to enable the kids to do better in the | | | | placed in the front of the classroom as opposed to |
| classroom setting. While it is not possible to hold the | | | | the middle or the back. The less potential distraction |
| child's hand the entire time and to encourage copious | | | | from other classmates the child faces, the better he |
| note taking and concentration, there are some things | | | | will do in the classroom setting. This also makes it |
| parents and teacher do to foster a better level of | | | | easier concentrating on the facts at hand. |
| concentration and also attention paying. | | | | * Teachers and parents can work together on a non |
| * Structure classroom activities in such a way that | | | | verbal clue that helps the child remember to |
| clearly defined transitions alert the child with | | | | concentrate. Doing this preserves the child dignity in |
| Asperger's Syndrome that it is now time to | | | | the classroom setting while at the same time getting |
| concentrate on something new. Failure to do so may | | | | the point across that he may be daydreaming or not |
| result in the child's mind wandering and you might find | | | | doing that which needs to be done in step with other |
| her daydreaming or still thinking about the last activity | | | | classmates. It is imperative that the child, teacher, |
| that took place in the classroom. | | | | and caregivers agree on this sign ahead of time, and |
| * Assign time values to certain activities. An egg | | | | that the child is frequently reminded of its existence. |
| timer is a very useful gadget and it helps to limit the | | | | Failure to do so may lead to embarrassing situations |
| child's inability to concentrate naturally. Just by setting | | | | and some where the child may actually forget what |
| the timer and having an audible signal of transitioning | | | | the teacher's clue is attempting to tell him. |
| from reading to writing, math to social studies will | | | | |