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Social Relations:
Aspergers syndrome is characterized by qualitative
impairement in social interaction:
1. They are keen to relate to others, but do not have
the skills, and may approach others in peculiar
ways.
2. They frequently lack understanding of social
customs and may appear socially awkward, have
difficult with empathy and misinterpret social cues.
3. They often have their own perceptions, thoughts
and feelings.
4. They are also poor incidental social learners and
need explicit instruction in social skills.
Language Development:
Children with Aspergers
syndrome usually speak
fluently by the time they
enter Kindergarten, they
often have complexities
of language.
1. Pragmatics the use of
language in social
contexts
2. Semantics - multiple
meanings
3. Prosody the pitch,
stress and rhythm of
speech
Intelligences:
Students with AS are of average to above
average intelligence and may appear quite
capable.
1. Many students are relatively proficient in their
knowledge of facts and may extensive factual
information about a subject that absorbs them.
2. They demonstrate a relative weakness in
comprehension and abstract thought, as well as
in social cognition.
3. Often have difficulty in cognitive flexibility that
is their thinking tends to be rigid and with
adapting to change or failure. They do not
readily learn from their mistakes.
Teachers Concerns:
How can I best program for Forrest
Gump and at the same time maintain
an effective environment for the other
students in my class?
What district personnel should we
involve or contact in the planning for
Forrest Gumps program?
What goals should we (Resource
Teacher and Education Assistants)
set for Forrest Gump for this year
and who can help us with developing
an appropriate Individual Education
Plan (IEP)?
Participants:
School Based Team Meeting
Participants:
Resource Teacher
School Principal
School Counsellor
Speech Language Therapist
Forrest Gumps parent
The Student Forrest Gump
View plan here
Parts of Program
Implementation:
Support:
Collaborate regularly with
School based team
Participants
Use home-school book
For ongoing communication
With Forrest Gumps mother
Set up a buddy system
With the class
Program Implementation
Ideas:
Academic:
Use Structured program to
Develop fine motor skills
Read Stories with Forrest and
Talk to him about them. Perhaps
Use student teacher, older school
buddy/pee and his mother
Have Forrest start a scrap book
With magazine cut-outs and
Drawings under emotional
Headings to help him progress
To make multiple meanings from
Text he observes
Social/Behaviour:
Include Forrest Gump in social
Skills groups run by the resource
Teacher, Principal or community
Group with children with AS
Engage Forrest in socially interactive
Activities within the classroom and in
The school
Establish a circle of friends program
in the classroom where Forrest
May have opportunities to interact
With peers which will help him
Learn to communicate in a
Variety of different situations
Resource Teacher
takes initiative:
Role of Teacher
Mariko Ihara
Role of Cognitive
Development
Specialist
Allen Stokes
IQ of 75
2011 Intervention:
Role of Teacher Mariko
Ihara
Role of Forrest Gumps
Parent Allen Stokes