Students with Asperger’s Syndrome have routinely been top performers at BCS. Urban myth has it that Silicon Valley is filled with such people – usually engineers or programmers. BCS has been highly successful with such students.
BCS notes the following about Asperger’s students: they are kind, they are very sensitive, they are awkward socially, they are often extremely focused, and they care about making friends. When a program meets the needs of these unique learners, every child benefits from the consistency, high level of intellectual discourse, calm environment, and pre-planning.
BCS has a full program of children with Asperger’s Syndrome and a very high satisfaction and success rate with such students.
Such students are very visual. They are good in art, computers etc. These talents are encouraged and fostered because the often are the key to future academic success and employment.
Many students have a one-track mind. We utilize such interests to motivate school work. If the child likes doing scientific illustrations, we can get them to do science, research and writing by pursuing this interest.
Such students are VISUAL learners. Visual methods work with ALL students but are especially important because students with Asperger"s. All teaching at BCS is made visual and auditory so both channels are open to all students. (After all, dyslexic children are often better auditory learners.)
Handwriting is often a nightmare for such students. With close to a hundred computers and several Alpha smarts, we encourage such students who have these fine motor control problems to learn word processing. AT BCS, we two computer labs – one for the upper school and one for the lower school.
Some children will learn reading more easily with phonics, and others will learn best by memorizing whole words. At BCS, once we determine which way is better, we can teach it. Our reading program is highly effective, and we use it in conjunction with the very concrete and visual tools that we have created through our visual consulting.
Loud sounds like the school bell hurt. Our sound sensitive students need not worry about the school bell. We play classical music instead. For students who are sound sensitive, we encourage the use of noise canceling headphones and/or ear plugs. Once the toxicity of sound is eliminated from such children’s lives, they are much calmer through the day.
When you visit BCS you will notice, especially with the younger students that teachers always speak in a very quiet voice. There is not any yelling. First, our students are pretty well behaved so that is not required. Second, for students who have very sensitive hearing, talking in a quiet voice helps them focus and stay on task.
Some children are bothered fluorescent lights. They can see them flicker and they can hear the ballast. ALL classrooms at BCS have large window and natural light. So, a child can always work in natural light as we can easily turn off the fluorescent lights. We can also put the child near one of our large picture windows as a matter of routine.
Sealed building with piped in air often agitate young people. The air is not always fresh and oxygen level drop slightly. Some children are extremely sensitive to this problem as are some adults. BCS makes it a point to insure that all classrooms have operating windows so they can always have fresh air in the classroom. This helps focus and concentration.
Some children who fidget in the class will often be calmer if they are given a padded, weighted vest to wear. Pressure from the garment helps to calm the nervous system. BCS routinely gives these to any child who needs them. They are unobtrusive and very effective.
Many students cannot listen and look at the same time. Immature nervous systems need some practice to achieve this. We work on these issues in our motor lab.
All children can learn the correct way to behave. Social faux pas are explained, and the correct response is taught. We teach such skills intellectually. This occurs through the day with teachers, counselors and lunch-time staff.
Children with AS tend to be reclusive; this is especially true in non-structured time. We supervise, encourage and mentor the students to actively play with and socialize with friends. This is especially true at lunch-time.
Obsessive interest is typically limited by designating a specific time during the day when the child can talk about their interest.
For particularly reluctant children, it might be necessary to initially individualize all assignments. Rest assured, this is just a stepping stone for us. Students are often given assignments that link their interest to the subject being studied. We often use the child's obsession as a way to broaden his or her repertoire of interests.
Use of positive reinforcement is essential such children should are praised for simple, expected social behavior that is taken for granted in other children.
Some children with AS will not want to do assignments. They appear to be oppositional. The teachers make clear, in a kind way, what our expectations are. At the same time, we allow the children a way to pursue their own interests.
Children with Asperger’s Syndrome will often show powerful gifts in the scientific, technical, or artistic fields. Their gifts are essential to the growth and development of our culture. Luminaries in recent history who have shown Asperger’s-like traits include Albert Einstein, the great Bach interpreter Glenn Gould, and many of the modern inventive geniuses in the computer industry. It is hard to measure the contributions of people with this perceptual style because they are often very self-effacing and publicity shy.
But, the anxiety and inertia that kids with AS experience can stifle their lives and give them only a mediocre return on their potential. Helping them overcome inertia may take many years, but each little step forward strengthens the child’s ability across the board.What parents can do for their children:
Ideally, adults throughout the school will know the child with AS and engage in positive short dialogues to help him/her feel comfortable and supported. Even routine greetings such as "Hi Jerry" said with a smile can be a positive and helpful social exchange for the student.