These are the Homeschool Archives, fresh content is available at http://www.homeschool.co.uk
Asperger’s Syndrome - Understanding and Educating
by:(name withheld by request)
Introduction
Asperger’s Syndrome so named after the Austrian researcher
Hans Asperger, who first described this condition in a paper
he wrote, publishing it in German in Vienna in 1944. The paper
and others he wrote were not accessible in English until Uta
Frith had the original paper translated and published in 1988.
Lorna Wing 1981 first used the term Asperger Syndrome and
in1991 realised that Asperger’s Syndrome was part of
a spectrum nowadays referred to as the Autism Spectrum Disorders
(ASD). ASD, includes; Damp (Gilberg 1991), Aspergers Syndrome
(Asperger 1944), and Autism (Kanner 1943 Blueler 1911).
Today we will briefly consider:
1.Asperger’s syndrome what it actually
is,
2.How to recognise the
condition, and deal with it
3.Positive aspects of
Asperger’s Syndrome
4.Advantages
of home schooling a child with Asperger’s Syndrome
5.Frequently asked questions
6.Adults living with
AS
Web sites and Bookmarks about Aspergers - by Author
1 What is Aspergers Syndrome?
Aspergers Syndrome is experienced three different ways by
those who are on the spectrum, those who experience someone
who is on the AS spectrum, and those are cognitive theorists
who deal with AS and people associated with them. A number
of aspects have been selected and expanded to allow the reader
a fuller understanding of those aspects that their individual
or themselves manifest. The topics selected below are by no
means exhaustive and others exist.
Social Relationship Problems
From my perspective, many AS people try hard to be social
when we become aware of that need but often much effort results
in frustration and alienation. Essentially we are not programmed
to be social and each type of interaction must be learned
by rote and cannot be transacted by instinct, as everyone
else is able to.
At other times we have no idea of how to respond even being
totally unaware that we should. Some friends tried hard to
be friends I was totally unaware of their efforts, failing
to apprehend nonverbal signals. At other times facial expressions
or etiquette are at best a totally foreign language no matter
who is enacting the dialog. Some of us dislike social contact
due to exposure anxiety not wanting to be different but not
knowing what to do. Even after fifty years practise social
relationships are very difficult with non-AS people.
The development of peer relations contiguous with age development
appears out of sync where a lack of reciprocity results in
a lack of sharing, bringing or reciprocation. Some AS people
will however bond more successfully with adults than peers,
similarly they may also develop friendships with children
who are much younger than themselves, yet another group may
try to connect with their cohort particularly at school often
being me with a lack of success alienation teasing and so
on, a more noticeable group has no contact with anyone and
isolates to cope. Occasionally the later group has people
in it that are prone to running off not aware of danger, fear,
strangers, or different surroundings.
A lack of social or emotional reciprocity often characterises
people with AS and may cause nonspectrum people to think the
AS person is actively snubbing them rather it often is that
the AS person is unable to respond as they either don’t
know how to, are not aware that this is the time to say something
etc, or choses not to as they see no need. Many AS find it
hard to locate a gap in conversation and then be able to immediately
respond.
Communication difficulties
AS people often experience great bother with communication
of any sort. Sometimes some AS people are unable to speak
or do so much later, than nonspectrum people, i.e. after 3-5years
of age. Problems are many fold either it is difficult to communicate
in linear thought and or we fail to interpret nonverbal signals,
or that what we communicates is out of kilter with the audience
expectations. Also we are often extremely literal in our interpretation
of others conversations, on many occasions we can become confused
when ambiguous communication appears. Thus we may check that
cats and dogs are raining down and announce they are not here
yet, or understand there are two suns when someone talked
about two sons.
Socially imaginative Play Deficits
Many AS children are unable to play pretend games often indulging
in repetitive behaviours, seriation, tearing up paper, rocking,
ant tracking, and other actions. Symmetrical patterns, colour
grouping and repetitive activities are nearly always preferred
to joining others in their activities. Some AS children may
be attracted to wheels and perseverate over activities that
involve them, as a child the bike turned upside down was a
most excellent toy for as long as I could be allowed to indulge
I could ignore all. Preferring to play alone AS children may
play parallel to other children or perchance with others try
to dominate the activity.
Poor Coordination and Motor Clumsiness.
AS people may have cerebellum developmental delays resulting
in poor balance, poor hand to eye coordination, or poor spatial
awareness. Some may have motor clumsiness that results in
difficulties with sequencing a task correctly, catching a
ball, handwriting, cleaning teeth, shoelace tying, and other
such like activities. These bothers make the person appear
uncoordinated prone to fall and stand out when the person
tries to run with other people, simple ball handling skills
appear almost impossible. Some of these bothers if untreated
will remain for life, others learned slowly later. Poor coordination
may result in avoidance of some or all activities by the AS
person as they aim for perfection not pleasure when completing
some sports tasks.
Sensory Sensitivities
As with other AS bothers this problem area tends to manifest
as a spectrum ranging from no sensitivity to extreme sensitivity.
Although some AS have under sensitised systems the majority
are more highly sensitised to their environment than nonspectrum
people. The most noticeable response to a stimulus would be
light or sound. Briefly we have included aspects of the stimulus
that causes bother
Light
Too much light, the wrong sort of light i.e. blue light, movement,
synesthesia where sound appears in the brain as light
Sound
Too much sound, too much of one frequency of sound, and or
the brain focussing on one sound and ignoring all other sounds
i.e. a computer fan, cause AS people great discomfort and
distraction. Unable to filter extraneous sounds a melange
of sound overloads the AS who often has bother discerning
which they should be hearing or ignoring individual peaks
of sensitivity aggravate an already troublesome condition
Touch
Often referred to as tactile sensitivity, Asperger people
are highly sensitive to certain fabrics; sometimes these cannot
be tolerated i.e. wool, wearing shoes, hats sunscreen application
and the like. Seams labels joins in the fabrics are also sources
of often-intense irritation. Others cannot tolerate; hugs,
light caress like touch that is perceived as painful, certain
types of food in the mouth or even full stomachs
Taste
Some AS people are able to detect certain chemicals or tastes
to micro molar amounts whereas others totally lack taste discernment.
When medication, for the AS person, is administered via drink
or food the AS person is often able to detect the presence
of medication via taste even in very small doses. Other people
have extreme bother in consuming certain types of food for
the taste they perceive overpowers them greatly to cope they
often limit themselves to what they eat opting for bland or
foods of a certain taste only at the expense of everything
else.
Smell
As with food smells and fragrances affect different AS in
different ways. Some perfumes over power others do not, the
response to the overpowering may be avoidance, anger, windup
due to overload, or inability to cooperate with the person
who has the perfume, ditto other odours and smells but a number
of AS people prefer some odours and try to smell them more
regularly.
Smell may trigger outbursts when the fragrance smell whatever
is linked to an event thus when experience at a latter date
the same feelings or replay of the event takes place.
Vibes
Attwood, Pers. com. 1998 has stated if an AS person has sensitivities
to light sound etc then the AS person may have an ability
to detect things in the spiritual realm, to certain areas
or sites, people’s houses, even certain people themselves.
Instinctively able to sum up a person results in their perception
taking place before the other person has even spoken to them.
Right and wrong
Many AS people seem pre-programmed to detect right and wrong
and often will bluntly announce what is wrong. Other times
will note others short comings but not their own.
Pain
Some AS people are unable to detect pain, others do but have
a high pain threshold. On the other hand some are more sensitised
and respond to only very small pain incidents out of proportion
to the incident, still others may respond to minor pain incidents
but fail to do so in more severe events.
Need For Routine
As a train or tram needs tracks so to do ASD people need routine
and predictability. Change can cause ASD to become stressed
and too much change can lead to meltdowns. Changes like a
different teacher at school, a new routine, doing things in
a different order are some of the more obvious more subtle
might include putting pants on before the shirt, going to
the toilet at someone else’s place, changing a bedroom
curtain can contribute to stress.
Special Interests
ASD people often develop unusual interests some of whom will
be suitable for employment; an interest in busses allowed
my brother a bus-driving career. Other interests may not be
so useful and when one inappropriate interest is extinguished
another usually takes its place.
Encouragement should be given early to foster suitable special
interests so that the ASD person has something to be interested
in which would allow teachers to utilise in an educational
setting as well as preparing the person for employment. It
may be useful to encourage the ASD persons memory so that
what has been loaded is useful but prepares the ASD on learning
more rather than letting the world drift by.
Aptitude
A number of AS people show special abilities these would include,
painting /drawing, logic /computer skills, able to load the
brain with facts, detail specific, early reader, hyperlexia,
mathematical abilities, engineering tendencies, logic and
argument. While these in themselves are useful when nurtured
the individual can achieve ha high level of competency in
a chosen field, this could be in sciences eg chemistry, physics,
geology or IT where computer work requires ability and learning
rather than training alone. Others may excel in music performance,
composition or teaching. A number of gifted people of high
achievement are / were AS this would include Grandin, Einstein,
Wittgenstein, Gates, Mozart and Bella Bartok to list but a
few. By supporting and promoting the AS person’s skills
early in life greater achievement is possible in that person’s
life.
Vulnerability
AS people are often unable to protect themselves at school
or in various social settings they find themselves in. In
later life they are may be regarded as eccentric odd or different,
some unable to work as supervisors but capable of high work
out put and ethics when in suitable employment. Some ASA people
are extremely trusting others suspicious of all.
Detail vs the Big Picture
As AS people are often skilled at noticing details problems
invariably arise. The importance of the detail prevents the
AS person from understanding the bigger picture as the context
of that detail is only a detail. The context often requires
social understanding to be able to process the whole picture
this would require theory of mind, flexibility, where in the
whole the detail may fit and its size to the end result.
AS people not able to access their frontal cortex or prefrontal
lobe efficiently if at all, they must transact their social
transactions from the realm of memory being prevented from
accessing instinct or social areas of the brain. Consequently
some tasks are difficult; turn taking, hypothetical scenarios,
and other’s points of view cause AS people great difficulty,
and bother in thought. Thus often the AS person aims for closure
unable to realise the real consequences outside the AS mindset
or time frame. Some as a result fall foul of the law not apprehending
the full ramifications of their actions in the big picture.
Anger and frustration
Anger in AS people needs to be understood as an over stimulation
where a little or a lot will cause the same effects, and that
many AS people irrespective of age have a one size fits all
response. Anger management presents problems for some AS people.
Their ability to see things in black and white results in
tantrums when they don’t get their exact own way, or
per chance they are used to getting their own way and now
cannot. Anger expressed may be a childish way to cope the
person needing to be trained early on what is socially appropriate.
Still others have an extremely short fuse blow up then wonder
what all the fuss is about, conversely sone AS bottle up anger
and turn it inward and hit or bite themselves, never revealing
once where the bother is. As many AS people are perfectionists
it is prudent to train the AS person in how to cope with the
mistake without the fuss anger whatever this may take time.
The AS person often is expected to grow out of this behaviour
but does not as they need to be helped out.
Time
AS people not only experience bother understanding time they
often are unable to utilise time effectively. Organisational
skills in some AS people are non existent chaos characterises
interactions their lives and homes. Deadlines are ignored,
as they may not be understood.
Alienation
As the twenty-first century proceeds many interactions are
becoming more socially oriented the employment available away
from town decreases and many AS people find they are forced
to be schooled in large groups, seek employment as part of
the team and the like. Being required to function in the intensely
social realm contributes to the alienation AS feel. When the
alienation commences differs person-to-person the higher functioning
people probably feel this earlier than others. Not being able
to relate on the wave length, not aware of social issues,
correct ways of responding, preferring to delve deeply into
a subject, not being admitted to social groups, ostracism,
bullying, teasing have all contributed to we the AS people
understanding that we are from a different planet, cultural
aliens at best shunned and actively excluded at the worst.
To sum; the advise given by an AS person don’t worry
about them worry about yourself.
Some AS people have learned to act to use social coping strategies
to mask their AS mannerisms thus AS is concealed, others become
reclusive, however no one AS person will ever be exactly like
another each responding differently to another.
Loneliness
As AS people lack social capacity or awareness even, they
find that despite sincere efforts and hard work they are unable
to; connect rationally, understand body language, obtain friendships,
employment, trust and or relationships. Many AS can and do
work hard to be employed, marry as well as having at least
one friend however there are some who find themselves isolated
or worse alienated.
Isolation can be due to; exposure anxiety, over stimulation
in the environment, teasing, inability to enjoy social experiences
like sport, talking about social things or enjoying others
company, but mostly its because we are not programmed as nonspectrum
people are. The alienation may be due in part to an inability
to organise simple everyday experiences, eating, dressing
appropriately, catching public transport, waking up in time,
many things others take for granted, but we find extremely
difficult to enact successfully alone or with other people.
The alienation may also be due to criticism and teasing which
has lead to a very poor self-image. These above listed points
in turn have discouraged the AS to pursue relevant goals.
As AS people are dereistic goal centeredness is not what he/she
are programmed or interested in, thus the AS finds themselves
an island of self marooned in a sea of sociality.
2 How to recognise the condition, and deal with it
When Asperger’s Syndrome is suspected preliminary
checks can be made via T Attwood’s Australian checklist,
consulting the DSMIV, perusing various checklists and diagnostic
tools present on the net. The next step would be to arrange
a consultation with a competent child psychologist, paediatrician
or child psychiatrist. You will need to consult resources
in your area or discuss with a school how to access relevant
authorities.
Diagnosis is important for it allows parents teachers, and
carers to realise that this individual responds due to different
programming of their brain rather than deliberate malice.
It is important to realise that extra discipline may not be
useful or blaming the parent or event whichever is chosen.
ASD often runs in families but can be brought on in other
ways, foetal alcohol, mercury damage, vaccinations are possible
causes but other factors may also contribute but have not
been isolated.
Diagnosis will often reveal if other conditions coexist said
to be comorbid these may include; Tourette’s, ADD, ADHD,
Fragile X, OCD, epilepsy, semantic pragmatic disorder, hyperlexia,
and many other less well known conditions. Coexisting are
three other bothers not every AS person will have but when
stressed may manifest instead of the AS condition these would
be schizophrenia, Anorexia nervosa, and some form of depression.
Depression is often an ever-present shadow but under stress
becomes pronounced.
How to deal with Aspergers Syndrome
How to deal with Aspergers Syndrome is a book in itself. We
have selected a number of strategies to allow choice to ascertain
what works with the individual you deal with.
Environment
AS people whether autistic or Aspergers need a low energy
environment. This means that light, sound, smells, heat, change
are all kept low. This allows the AS person to exist in their
environment without becoming wound up by it. Another word
to use here would be predictable.
Diet
Attempts should be made to check if diet is causing bother
as many AS people are affected by gluten and casein intolerances
predominantly and sea food i.e. prawns, or soy or peanut sensitivities.
Various web sites will advise on how to enact the diet Sue
Dengates book is particularly useful. Additives, 282 often
found in bread, in particular often contribute to anger outbursts.
If ADD or ADHD is also present then colourings and additives
will need to be investigated very thoroughly.
Compassion
When one or both parents are compassionate people, that is
their motivational gifting is compassion, the AS person who
is primarily a perceiver, will always be in a position to
manipulate instinctively knowing where the weakness are. The
compassionate person seemingly unable or reluctant to deal
with the problem lets things slide. Once the AS person establishes
a precedent the pattern is set and the AS child can and does
become a tyrant expecting to get his or her own way, this
can produce life long bother and can be dangerous when puberty
manifests. Compassionate people deal in feelings, generally
want peace at any price and give in easily, all this the perceiver
AS person has worked out and exploits unmercifully. The maxim
is always firm but fair for if allowed to continue the person
will be very difficult to live with and may not be able to
obtain work, as they have not learned to fit in.
Windups
From time to time some AS people experience great anxiety
and can become very wound up. As a result it takes very little
to make them angry and meltdowns can and do occur. It is prudent
here to outline the windup cyclicity and what to do. First
we need to say events can wind AS up, but the body does as
well and this we refer to now.
When the AS person leaves the last day of their windup there
passes about 30+ days of windup free time then for five days
the person feels wound up. During this time the person experiences
their environment more strongly as their body is inversely
less able to cope with it. The five days pass 30+ days then
comes the next windup and this time it generally more severe.
Another 30+ days next windup is moderate: thus the pattern
is moderate severe, moderate, severe.
Some variations exist: instead of moderate severe, moderate
the AS person may have severe, 70+ days of windup free time
then severe where the moderate windup is not experienced,
or as some autistic people experience there is bother every
seven days 7, 14, 21, 28, 35 and into windup proper.
Contrasting this completely are the lunar affected people
who experience bother in their heads usually as extra pressure.
To gain relief these people often try to compress their scalps
to gain relief. The lunar person will always be affected by
a specific phase of the moon, be it new moon or full moon.
Occasionally other lunar affected people might cause the AS
person to be affected at other times, the rule being if there
AS person is affected by new moon then they will always be
influenced by a new moon.
Sarcasm
As many AS people are very literal sarcasm has little relevance,
and may contribute to misunderstandings that they experience.
Anger
When the AS person gets angry they either simmer or blow-up
immediately, however if your blow-up they will watch your
response and model that, this may cause problems as the swear
words, mannerisms may be accurately copied. When situations
of anger arise and undesirable out bursts are experienced
remember the sequence to check for reasons i.e. triggers,
then when the AS person is calm demonstrate what the episode
looked like, next announce that adult behaviours are like
this, model the acceptable behaviour to demonstrate how grownups
deal with the bother. When the AS person has a relapse ask
are you growing up or down always stressing good adult behaviour
is what is expected. One question posed would be would Mr.??
Or Mrs ?? behave like that, similarly say lets go to investigate
how many people behave like this, eventually work out that
little people do and as the AS person is growing up to behave
like adults needs to be learned now so they can train their
children in the future. Consult Carol Grey Social Stories
for a Social story approach to use a different approach to
change attitudes or responses.
3 Positive aspects of Asperger’s Syndrome,
One way positive outcomes for people with Asperger’s
Syndrome are possible is to obtain early diagnosis. Early
diagnosis rules out bad parenting, deliberately wrong teaching
strategies and alerts people to the need of different strategies
which will help the AS child understand academic, social content
of the work that they undertake.
Another positive aspect of Asperger diagnosis is that many
AS people have very high personal expectations and standards,
some of course don’t, these high standards can be utilised
in many areas where trust, ability to work unsupervised, reliability
are mandatory. Early on many AS people focus on the task and
aim for completion when they understand the topic.
Some AS people have unusual abilities and interests which
can become an employment asset, my brother was passionately
interested in busses at an extremely young age and ever only
played or was a bus today he still drives buses. Other people
have become world authorities on various topics, some having
vast repositories of knowledge at their disposal.
Some AS people are able to work where others would not in
distal locations, or prefer working at night, or at very tedious
plain or boring tasks without complaint. More than a few AS
people are successfully associated with the law as police,
lawyers, army personnel, or night watchmen. These people have
an inbuilt right and wrong ability where shades of grey may
cloud the issue. One famous example is a whistle blower who
recognised crime within the police department and alerted
appropriate authorities to the bother.
Some AS people who have learned to cover their ASD ways by
acting have made it to holly wood, like Dustin Hoffman. Others
with musical ability have become successful musicians and
or composers who are able to perform then go back to their
own world. Mozart was probably one the most successful musicians
of his time and one of the most talented musically.
Some AS people are not academic but work steadily at their
allotted tasks loyally and long after the social butterflies
have departed still toil at the task. An AS friend never advertised
his painting ability he was never short of work as his high
standard reputation spread far and wide. Often he worked at
night and was not bothered by it.
Some AS people are engineers these people are able to envisage
complicated diagrams through to completed working whatever.
Attwood many times states that the engineers at university
are AS and it was easy to spot the nonspectrum person, as
often there were none. Grandin is on record Wellington 1999
stating many people at NASA were AS she could even tell whom
by their cars in the parking lot.
In many areas other AS are busy; accountants offices, IT personnel,
Artists, Carers, Teachers even and in Physics departments,
Attwood understands some AS people seek out universities as
sanctuaries that would include the libraries also.
Most AS people shun sport absolutely yet one AS person was
in demand for his ability to score cricket games. Sports trivia
would also be the domain of the AS person as would any other
specialised knowledge area.
4 Advantages of home schooling a child with Asperger’s
Syndrome
There are a number of parents and some grand parents who have
realised their AS child needs to be home schooled. Some people
are scared that their AS child may miss important aspects
of their education when commencing home schooling not aware
that home schooling advantages outweigh supposed disadvantages.
Briefly advantages would be;
1.Low energy environment exists at home, where stress is at
a minimum ensures the AS person is more able to work to potential.
Stress can and does prevent many AS reaching their full potential.
Stress can be generated by: travelling on public transport,
bullying, environmental overload factors; of too much light
or sound or smell or too many people or a combination of some
or all of these factors, frequent change, exposure anxiety,
personality clashes, ignorance of AS needs, windups, travel
on either private or public transport, being out of sync with
the cohort, obsessions, being overwhelmed by too much to take
in, tiredness, heat, and disease.
2.The Jeckle and Hyde behaviour that some AS people exhibit
in response to an extreme stress load at school does not generally
exist in home schooling situations. This allows AS people
to become less tired, defensive, or antisocial as trust and
peace replace overload, fear, or disconnectedness AS people
are subjected to in a system hostile to AS requirements.
3.The AS person can work at their level of maturity, comprehension
and or understanding. As outlined earlier AS people experience
about a five year lag in these areas when compared to their
own contemporaries. As a result many AS reject their contemporaries
to associating preferentially with older and or younger people.
4.A one to one relationship established in home schooling
enables the AS person to have routine, predictability, support
as well as a non-judgemental parental input when problems
are experienced in set work or work load. Parents are able
to contribute more time to help the AS problem solve, understand
the concepts covered, where the parent is able to realise
when the AS is experiencing bother as they understand nonverbal
as well as verbal mannerisms of their own child more efficiently.
5.The one to one relationship ensures the AS child is able
to have an undivided attention of the parent who acts as teacher
and teacher aide. Having a teacher aide causes some AS stress
and anxiety as they are seen to be different and or there
may be a clash with the non-AS savvy aide. Home schooling
therefore allows the AS person to obtain education with out
being limited by anxiety ridicule or difference.
6.Bullying, teasing, disrespect, behaviours all may be experienced
at any age in the state system where the AS person learns
to copy this behaviour by initially experiencing then displaying
learned responses either immediately or later when during
puberty growth has taken place the learned behavioural response
is displayed often detrimentally. Home schooling removes this
deleterious aspect of public education.
7.When windups, down days or sickness affects the AS crisis
situations that can and do take place at school are less severe
in impact if occurring at all. Time lost can and is made up
later when the situation improves.
8.Home schooling allows the parent control over the progress
of the child’s development. Some AS people drift in
state systems, others due to supposed financial constraints
have little or no in put other than the teachers lesson the
rest is lost due to inability to start, inability to filter
distractions, no incentive to progress, being ignored as the
hours are whiled away.
9.As children are internally programmed to function alone.
While some may want a friend or want to play sport all to
often when able to others reject then when an attempt is made
to become involved. The working majority of AS people prefer
to be alone and must be alone to function to potential. Autism
means self-interest, because we lack social skills, school
and social issues are a distraction. Put another way at school
there are three issues the academic programme, the social
programme and sensory overloading, with home schooling the
academic programme predominates, the social issues are in
house and sensory issues are mild instead of severe.
10.When asked AS home schooled children prefer the non-contact
with school to allow them to reduce the stress load especially
when the school pupils are younger. When year eleven and twelve
is involved a significant number of AS return to school refreshed
as it were the pupils now much more mature and less inclined
to harass and more helpful. Some AS will be home schooled
to the end of year twelve with out ever wanting to return
to school usually because of the high energy environment or
teasing, or the lax morality and poor work ethic present in
many schools public or private.
5 Frequently asked questions
Where to go for help
The Internet is a great place to browse and explore for help
recourses and practical ideas. Various chat rooms allow parents
to realise they are not the only ones suffering bother of
this kind.
Some people may contact local support groups and the like
to gain information if web work causes angst. Discussion boards
and Internet sites allow people to be anonymous and form worldwide
links and friendships. These links not only help frazzled
parents but also allow AS people to make cyber friendships
with other AS people ANI is but one site that can help in
this area parental discretion is advised.
Web sites and Bookmarks
The following by no means exhaustive list was prepared by
someone else and we acknowledge our gratitude to that nameless
person for their due diligence in collating this most extensive
and comprehensive resource.
As you surf the web, chat to others more resources in your
part of the world will be revealed, perhaps you could organise
a recourse in your area.
Web sites and Bookmarks about Aspergers
6 Adults living with AS
A considerable number of adults with ASD live productive
useful lives contributing much in their field of endeavour.
A number of adults have come together to organise their own
support groups, web sites, or chat rooms. Others have become
married and been able to raise children and survive being
AS adults. While many AS people experience some bother in
their lives a few have ongoing bother with the social aspects
of their lives and need help from time to time. An AS diagnosis
even for an adult allows that person to realise its not their
fault but and aspect of Asperger’s Syndrome. A diagnosis
is not a curse but a description of that type of behaviour
and behaviouralresponse.
This article was donated to Roland Munyard at Homeschool.co.uk by (name withheld by request)
Roland Munyard © Copyright 2006
|