Understanding How Asperger Children And Adolescents Think And Learn: Creating Manageable Environments for AS Students PDF
Preview Understanding How Asperger Children And Adolescents Think And Learn: Creating Manageable Environments for AS Students
Understanding How Asperger Children and Adolescents Think and Learn by the same author Asperger Syndrome and Psychotherapy Understanding Asperger Perspectives Paula Jacobsen ISBN 1 84310 743 0 of related interest Asperger’s Syndrome A Guide for Parents and Professionals Tony Attwood Foreword by Lorna Wing ISBN 1 85302 577 1 Freaks, Geeks and Asperger Syndrome A User Guide to Adolescence Luke Jackson Foreword by Tony Attwood ISBN 1 84310 098 3 The Little Class with the Big Personality Experiences of Teaching a Class of Young Children with Autism Fran Hunnisett ISBN 1 84310 308 7 Asperger Syndrome – What Teachers Need to Know Matt Winter, written for Cloud 9 Children’s Foundation ISBN 1 84310 143 2 Incorporating Social Goals in the Classroom A Guide for Teachers and Parents of Children with High-Functioning Autism and Asperger Syndrome Rebecca A. Moyes ISBN 1 85302 967 X Understanding Autism Spectrum Disorders Frequently Asked Questions Diane Yapko ISBN 1 84310 756 2 Understanding How Asperger Children and Adolescents Think and Learn Creating Manageable Environments for AS Students Paula Jacobsen Jessica Kingsley Publishers London and Philadelphia First published in 2005 by Jessica Kingsley Publishers 116 Pentonville Road London N1 9JB, UK and 400 Market Street, Suite 400 Philadelphia, PA 19106, USA www.jkp.com Copyright © Paula Jacobsen 2005 Cover illustration by Lewis Wall, aged 15 Second impression 2006 The right ofPaula Jacobsen to be identified as author ofthis work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved. No part ofthis publication may be reproduced in any material form (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use ofthis publication) without the written permission ofthe copyright owner except in accordance with the provisions ofthe Copyright, Designs and Patents Act 1988 or under the terms ofa licence issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London, England W1T 4LP. Applications for the copyright owner’s written permission to reproduce any part ofthis publication should be addressed to the publisher. Warning: The doing ofan unauthorised act in relation to a copyright work may result in both a civil claim for damages and criminal prosecution. Library ofCongress Cataloging in Publication Data Jacobsen, Paula. Understanding how Asperger children and adolescents think and learn : creating manageable environments for AS students / Paula Jacobsen. p. cm. Includes bibliographical references and index. ISBN-13: 978-1-84310-804-7 (pbk. : alk. paper) ISBN-10: 1-84310-804-6 (pbk. : alk. paper) 1. Asperger's syndrome. 2. Asperger's syndrome--Patients--Education. 3. Learning disabled children--Education. I. Title. RJ506.A9J335 2005 618.92'858832--dc22 2005011495 British Library Cataloguing in Publication Data A CIP catalogue record for this book is available from the British Library ISBN-13: 978 1 84310 804 7 ISBN-10: 1 84310 804 6 ISBN pdfeBook: 1 84642 149 7 Printed and Bound in Great Britain by Athenaeum Press, Gateshead, Tyne and Wear Contents ACKNOWLEDGMENTS 7 PREFACE 9 Part One: Understanding Asperger Thinking and Communication 1. Introduction to Considering Asperger Perspectives 13 2. Learning Who the Child Is 15 3. The Asperger Mind 21 4. Learning the Child’s Perspective 37 5. Pragmatic Communication and the Asperger Mind 43 Part Two: Addressing and Supporting Life and Learning During the School Years 6. An Introduction to Addressing Specific Issues 51 7. Behavior 55 8. Academics, Schoolwork, and the Asperger Mind 63 9. The Education Team 75 10. Lessons Learned from and with Asperger Children 91 11. Afterword: What Lies Ahead 99 APPENDIX 1: INSTRUCTIONAL ASSISTANCE FOR AN AS CHILD: DISCOVERING THE CHILD’S PERSPECTIVE 105 APPENDIX 2: EDUCATING PEERS ABOUT AN ASPERGER CHILD 107 APPENDIX 3: AN OBSERVATION AT A SPECIALIZED SCHOOL FOR ASPERGER STUDENTS 111 REFERENCES 115 INDEX 117 Acknowledgments The Asperger children and adolescents in my clinical practice have taught me howtheythinkandlearn. Collaboratingwiththesechildren,theirfamilies,and theirschoolsallowedustoworktowardsprovidingmanageableenvironments– environmentsthattakeintoaccountthewaythatthesestudentsthinkandlearn, aswellashowtheycommunicate. Thishasbeenalearningprocessforallofus, and I appreciate all that we have learned, and continue to learn, together. JuliaHara,aspecializedinstructionalassistantforanAspergerchild,kindly allowedmetoincludeheressay, “ADayintheLifeofaSpecializedIA”(Appendix1). Pam Ehrlich, the mother of an Asperger child, provided a generic script for a classroomdiscussionshehasledeachyearinherson’sclassrooms(Appendix2). KathrynStewartPhD,DirectoroftheOrionAcademy,providedanopportunity to observe how a college prep curriculum could be offered in an Asperger- friendly way (Appendix 3). Idecided towrite this book whenitbecame clear tomethatschools and parents want more specific school and learning applications of the perspective thatIfirstdescribed inmybookforpsychotherapists(Jacobsen2003). Iwas fortunate to have met Kari Dunn Buron and to have her agree to read and comment on my manuscript and allow me to use her Anxiety Curve Model (Chapter 7). Kari has extensive knowledge and experience with Asperger students,andsheteachesagraduatelevelAspergercertificationcourseforspecial educationteachers. Hersuggestionswereveryhelpful,andherveryenthusiastic response was a wonderful support. Severalotherpeoplereadmymanuscriptforme. NancyHaworthisanexpe- riencedfourthgradeteacherintheLosGatosSchoolDistrict. Wehadnevermet, andshewasnotawareofhavinganAspergerchildinherclassinthepast,but expectedtothefollowingyear. Nancyprovidedtheperspectiveofateacherwho wasnotveryfamiliarwithAspergerSyndrome. JillHymanhadbeenaspecial educationteacherforschool-agechildren(includingthosewithautism),andhas been a nurseryschool teacher for manyyears. She brought the perspective of someone who has had special education experience, is interested in under- standingAsperger’s,hasknownmanychildren,andisadearfriendaswell. Iwas veryhappytohavemyson,MarkJacobsen,whoteachesEnglishinThailand,as an enthusiastic and supportive reader. All of my readers made comments and asked questions that helped me, as I struggled to be as clear as I could. My publisher,JessicaKingsley,raisesquestions,concerns,andsuggestionsthathelp metoarticulatemorefullywhatIwanttosay. Itisapleasuretoworkwithher. AndIwanttothankmyhusbandWarren,whoisconsistentlysupportiveofmy work and my writing. 7
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