| A common trait for children and adults
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| | models accurately after briefly looking
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| with Aspergers Syndrome is that they tend
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| | at a picture. They are usually also good
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| to get caught up and lost in the details
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| | at finding embedded figures in complex
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| of tasks or situations and the
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| | geometric patterns. Unfortunately this
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| environments around them. This affects
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| | can mean that children with Asperger's
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| all cognitive ability such as reading
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| | can have poor categorisation abilities,
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| ability - words are reduced to letters or
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| | because instead of recognising
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| sounds in isolation - and maths ability -
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| | similarities they see differences. They
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| equations become single numbers or number
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| | can also have great difficulty
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| patterns. They don't see the "larger" or
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| | distinguishing foreground from
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| whole picture, so often they're not even
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| | background. A practical solution that
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| aware of other people within a scenario;
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| | works in helping increase Asperger
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| consequently the other persons emotions
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| | children's cognitive acuity is using
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| and feelings don't register with the
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| | visual prompts such as flash cards and
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| Aspergers Syndrome child. Neurotypicals
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| | times tables where the background is
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| process information from both internal
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| | black and the text is white. This
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| and external sources, but because of the
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| | strategy can also be utilised for art
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| Aspergers Syndrome child's focus on
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| | lessons, where students can use white
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| detail they see things very differently
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| | chalk on black paper - you'll be amazed
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| and process information from that
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| | at the increased artistic ability of
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| singularly alternate point of view. This
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| | children with AS using this medium. For
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| means that not only is emotional
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| | reading support, try "framing" where a
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| information coming from someone else
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| | piece of cardboard with a small hole cut
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| invisible, but also should it happen to
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| | out is used to "frame" each word as the
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| be noticed at all it is usually
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| | child reads, or try covering all text on
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| incorrectly interpreted. Therefore social
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| | the page except the sentence being read.
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| situations are usually solved by
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| | Also, try turning the page upside down -
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| intellect and not intuition. Children
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| | you'll be impressed with the readers'
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| with Aspergers Syndrome have a
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| | improvement! AS children will naturally
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| distinctive, albeit uneven, profile of
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| | love 'compound' words - two words joined
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| cognitive abilities - they understand the
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| | together to make a new word, such as
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| logical and physical world and easily
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| | blackboard. When working on spelling
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| grasp facts arranged systematically. IQ
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| | point out any words within words as a
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| is formally measured across four areas:-
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| | memory aid e.g. 'together' is to + get +
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| verbal comprehension, perceptual
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| | her. Children with Aspergers Syndrome
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| reasoning, working memory and processing
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| | have a unique perspective that needs to
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| speed. Children with Asperger's Syndrome
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| | be accommodated and understood in all
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| usually have a higher verbal IQ than
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| | aspects of school life. ©Nelle Frances
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| performance IQ, however this discrepancy
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| | Nelle Frances is the mother of a 16 year
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| usually diminishes with age. Asperger's
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| | old with Asperger's Syndrome, a Special
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| Syndrome children have a tendency toward
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| | Needs Educator and Author of the Ben and
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| fragmented perception and are known to
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| | His Helmet series of books for Asperger
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| have an atypical visual perspective. This
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| | children. Her site offers resources,
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| means they are often good at copying
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| | strategies, and articles on Aspergers
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| abstract patterns or reproducing Lego
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| | Syndrome for parents and teachers.
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