This is a great short clip about choosing better language. It’s worth a watch! It’s something all of us could work to improve as there are many offensive words out there that might mean more to a person than simply what you are saying. Let’s all think a little bit more about the words that come out of our mouths and end the r-word.
Asperger’s syndrome, AS, is a disorder on the autism spectrum. It was first recognized sixty years ago by Hans Asperger. It effects one in three hundred people with ninety-percent of those effected being male. Some characteristics of it are “low capacity for communication, and social interaction, restricted and repetitious stereotyped behavior” such as rocking (Asperger, 2005).
Although many see the disorder as “not a disability, but a difference” (Asperger, 2005), it has also been observed by those effected by it that they do not naturally express verbally their non-verbal experiences. As some one diagnosed with it, Gladstone (2005) feels that it is important to teach children at a young age how to write about past experiences without cramming every last detail about the environment into the paper. Coursey (2005), another person effected by Asperger’s Syndrome, through his son, notes that those with it have no internal dialogue. This perhaps affects the reasoning and abbreviating done naturally by those not affected with the disorder. Both Coursey and Gladstone agree that individuals with and without Asperger’s Syndrome can learn a lot from one another. Gladstone (2005) feels that both should be aware of the idea of going from an abstract thought to a concrete fact and back again, as most humans naturally do. This self-awareness can help both while writing and relating past to present experiences.
By looking at people living with the disorder, educators can get an even better perception of their students with this diagnosis. This allows the educators to get a better idea of what is going on inside the child’s head.
Asperger’s Syndrome.(2005, February). Harvard Mental Health Letter, 21 Issue 8, 4-8, 2p.
Coursey, Charles. (2005, July). Asperger’s Syndrome Could be a Character-Builder. ETC: A Review of General Semantics, 62 Issue 3, 308-309, 2p.
Gladstone, Kate. (2005, July). Response to Charles Coursey’s Commentary. ETC: A Review of General Semantics, 62 Issue 3, 310-312, 3p.
I found this great story written by a brother who is impacted by Autism. The story is called What You Can Do: A Teenagers View of Joy, Laughter and Hope While Living in a Family with Two Brothers Affected By Autism and I found it on the Easter Seals sight. It is a free download of a touching story.
Just so you’ll know up front – I know it’s hard. I know that having children or brothers or sisters affected by autism isn’t easy. I have 2 little brothers affected by autism and I get to experience every day – the SAME EXACT things you do. Don’t think for one minute – just because of the way I’ve learned to approach our family situation – that I don’t GET IT. I do – I KNOW what you’re going through, what you have to endure and the feelings that you are overlooked or don’t get the attention you need or deserve.
I am just like you.
Music therapy can be used for a wide range of purposes, such as speech, physical, and emotional interventions. It is also applicable to a wide range of environmental settings, like the classroom or more healthcare type options. It’s wide range of usability and applicability, as well as, children’s uncanny draw toward music often make it a great option.
Teachers help children connect through music. They use an open medium of music that is based on the basic fundamentals of music: rhythm, harmony, beat, melody, tempo, timbre, pitch, texture, form, sonatina, syncopation. Students can practice listening, social skills, telling their story, and expressing feelings. Usually music therapy is done in a group for twenty minute to an hour.
Teacher will need a music player with headphones and a wide genre of music and/or a selection of songs to sing. It is also great to have instruments available to help students engage. Teachers can grade how this technique is working by student’s cooperation and how the class dynamics are before and after. This should help to create a calm, cohesive environment.
Play Therapy and Drama Therapy
American Music Therapy Association
If you notice your child might be considered in the group of late talkers, here are some ways to bridge the gap from speech delays to success with spoken language. The following how-to guide provides some helpful insight in teaching language principles to those who might be considered late talkers. Although speech delays can vary, these ideas are to help all children with spoken language.
Spoken language is often first found as a delay in toddlers. A parent may notice that their child is not using the same number of words as their peers and perhaps cannot produce many of the same sounds. Often the parent may seek advice from their pediatrician and then be referred to the appropriate services. Often for 0 to 3 year old, these are referred to as Early Intervention Services, but it varies from state to state. If the child is older, these services can be provided through their local school district. The child then goes through an evaluation process with multidisciplinary professionals. This is often when delays are identified and appropriate services, such as Speech-Language therapy, preschool, and Early Intervention, are deemed appropriate.
For children with speech delays, there is often much hope at this point that the intervention will help to resolve any learning disabilities that the child may have later on.
The teaching techniques include, but are not limited to:
How to Help with Language Delays
Should My Child Be Talking? Could My Child Have a Speech Delay?