| Children with Asperger's Syndrome respond well to | | | | Needed", to improve organization skills. Again, we |
| visual cues, so a visual timetable in the classroom and | | | | have removable pieces. So if there's swimming |
| home is a beneficial communication tool that can be | | | | lessons at school we have a picture of a swimmer in |
| easily modified to meet the needs of children with | | | | "What's On" and in "Equipment Needed" we have a |
| Asperger's Syndrome of all age groups. The kind that | | | | picture of a towel, swimmers, hat, goggles and |
| has removable, Velcro pieces is most versatile. A | | | | sunscreen. This works for Art activities, Excursions, |
| "bank" of appropriate, laminated pieces can be kept | | | | Sporting Events, Cooking, Special Projects etc and is |
| and added to as needs change and grow, with some | | | | only limited by the laminated pieces in your "bank". |
| 'blanks' for unexpected tasks. Pictures work well | | | | This chart is set each night before bed. In the |
| from age 2-9, then a mixture of words and pictures, | | | | morning our Asperger son simply checks his chart for |
| progressing to words for High School/College. Actual | | | | the extra equipment needed for the day and packs |
| photographs of people and places (e.g. library) are | | | | his school bag. The benefits reaped from using Visual |
| great. A Timetable displayed for the whole class with | | | | Aids for your child with Asperger's Syndrome far |
| a replica on the Asperger child's desk or work area | | | | outweigh the time required to make the resources - |
| has the most successful outcome. These timetables | | | | I recommend you start collecting pictures for your |
| can be enhanced with color-coding as well e.g. red for | | | | child's "picture bank" today! Of equal importance to |
| maths, green for English or alternately color code for | | | | assisting your Asperger child's communication ability is |
| time of day, red for morning program, blue for middle | | | | continuous communication between school and home. |
| of the day, green for afternoon. The completion of | | | | This is vital to the success of your Asperger's |
| the timetable should be a negotiation between the | | | | Syndrome child as a student. This communication |
| child with Asperger's Syndrome and parent, teacher | | | | may be achieved with a phonecall between parent |
| or assistant, as this promotes a sense of ownership | | | | and teacher each morning, however, if this isn't |
| of the chosen tasks, and allows for a degree of | | | | possible a Communication Book is just as effective. A |
| 'control' by the Asperger child. The timetable should | | | | Communication Book allows parents to jot down any |
| have 2 clearly defined areas - "To Do" and "Done", | | | | issues/changes that may be affecting their child with |
| with the Asperger child moving the pieces from one | | | | Asperger's Syndrome. What's more, it allows |
| area to the other as tasks are completed. This gives | | | | Teachers to briefly comment on the Asperger child's |
| the child a sense of achievement even on the worst | | | | day, mentioning what they are working on in class |
| days. "Even though you had a meltdown, you | | | | and the social skill that's being concentrated on for |
| managed to complete 3 tasks - good job!" | | | | the week. Using a Communication Book this way |
| Timetables should be modified to suit your Asperger | | | | ensures emerging skills are consolidated at home and |
| child's individual needs i.e. if your child operates best | | | | school. Remember, seemingly inconsequential issues |
| with a degree of rigidity, the timetable should be | | | | could be a major factor to the success of your |
| followed in order. Equally, if your Asperger child likes | | | | Asperger child's day at school or home. As most |
| to be in control of choices, then they may choose | | | | children with Asperger's Syndrome don't convey |
| the order of completing tasks within the morning, | | | | much about their school day to parents, a |
| middle and afternoon programs. I must emphasize | | | | Communication Book gives clues to help you initiate a |
| the importance of having some "down" times each | | | | more detailed conversation, and encourage |
| day to allow for unexpected events. (Remember, | | | | verbalisation of thoughts and feelings. Best of all |
| children with Asperger's Syndrome don't cope with | | | | though, a Communication Book will help parents |
| change or surprises). Don't fill the timetable so | | | | teachers focus on the Asperger child's positives, and |
| completely there's no room for the unexpected | | | | praise them accordingly! |
| twists and turns of a normal day. This will just create | | | | Nelle Frances is the mother of a 16 year old with |
| added stress and pressure to achieve for your child | | | | Asperger's Syndrome, a Special Needs Educator and |
| with Asperger's Syndrome. If a child completes the | | | | Author of the Ben and His Helmet series of books |
| activities ahead of time, they can be 'rewarded' with | | | | for Asperger children. Her site offers resources, |
| a favourite activity. In our home we also have a | | | | strategies, and articles on Aspergers Syndrome for |
| visual aid showing "What's On" and "Equipment | | | | parents and teachers. |