One of the developmental disorders that is included on the autism spectrum is Asperger's syndrome. People with Asperger's syndrome are highly verbal and intelligent, but they lack the natural ability to properly socialize with others and they tend to display obsessive behaviors. In the classroom, students who have Asperger's may struggle with transitioning between activities due to their fear of routine disruption and sudden changes. These issues can quickly escalate into extreme tantrums and emotional meltdowns on the part of the Asperger's child. Teachers can help to prevent this by using several techniques designed to make classroom transitions smoother for students with Asperger's syndrome.
Younger children with Asperger's disorder have a particularly hard time adjusting to the daily activities of a classroom. These students may become so intensely involved with building a train track during free time that they cannot easily transition to sitting at the table for an art project. Their minds are rigidly focused on their current interests, and having to abandon such interests can provoke an attack of nerves and anxiety.
One way that teachers can ease the transitional process for young students with Asperger's syndrome is to use picture charts. These charts clearly show each activity that takes place during the school day: a separate picture for each part of the day can be attached or removed from the board with Velcro. Asperger's children respond well to visual cues, and the picture chart will serve as a reminder that one activity has ended and another is starting. For example, a teacher could say to an Asperger's student, "Circle Time is over soon, would you like to put the Circle Time picture on the chart?" This process can be completed for all activities, and children with Asperger's syndrome will learn to anticipate the classroom routine.
Teachers can use verbal cues to remind older students with Asperger's that a transition will be forthcoming. Students who understand the concept of time will be prepared to end their present activity when they hear sentences such as "Math is ending in five minutes, then it will be time for Science." Keeping a written log of the daily classroom schedule in easy view of Asperger's students is also an effective way of preparing them to adjust their mindsets for the changes that will be occurring. Teachers should also be sure to provide ample time for notifying children with Asperger's syndrome of a special event that is not a normal part of the classroom routine. Unusual events such as student assemblies and fire drills can still be positive experiences if the students have a clear awareness of when they will take place.
Though classroom transitions are more challenging for students with Asperger's syndrome than for neurotypical children, teachers who offer emotional support and willingness to help these children adapt will facilitate a smoother process.
1, http://www.uindy.edu/ssd/dis_aspergers.php
2. http://www.mugsy.org/connor1.htm