home

= = ** Asperger’s Syndrome ** ............................. // A teacher’s resource… // **Robin Milne: 3268314** **Eve Warkentin: 5880406**

toc Children with high functioning autism or Asperger's Syndrome are often misdiagnosed and underserved in our country. The difficulty in understanding and acknowledging autism, primarily high functioning autism or Asperger's Syndrome, by the medical, psychological, and psychiatric community, can lead to misdiagnosis and even failure to provide the services needed for students (Autism Today, 2007).

media type="youtube" key="0mQDF6R_cHk?fs=1" height="379" width="474"

=1) Definition of Exceptionality= == Asperger syndrome (AS) is one of the autism spectrum disorders (ASD) or pervasive developmental disorders (PDD), which are a spectrum of psychological conditions that are characterized by severe and sustained impairment of social interaction and the development of restrictive, repetitive behavior, interests and activities. It was first included in the Diagnostic and Statistical Manual (American Psychiatric Association) under the general category of Pervasive Developmental Disorders (PDDs) in 1994 (Aspergers Society of Ontario, 2010). Like most psychological developmental disorders, Asperger Syndome can detected at an early age, usually before the third birthday of a child; some children even exhibiting symptoms as early as infancy.Most often, motor skills development is delayed causing the child to be extremely clumsy or walk and crawl at a later stage, causing some indication of the disorder. Unlike autism, children with Asperger Syndrome will retain their early language skills. There will be no significant delays in their adaptive behavior, other than social interaction, cognitive development, and development of age-appropriate self-help skills, or in curiosity about the environment.

There is not exact number of children with Asperger Syndrome. However, it is conservatively estimated that 1 in every 5000 children will be diagnosed with the disorder. In most cases, boys are 3-4 times more likely to have Asperger Syndrome than girls ("Asperger Syndrome Fact Sheet," 2005). Hans Asperger, the Austrian pediatrician who diagnosed the disorder in 1944, found common traits among a study of four children. He also went on to describe that there were common characteristics found in the fathers of the children which would support the belief that Asperger Syndrome is genetic. Although no specific gene has been identified to date, it is commonly held by leaders in the field that there is a strong genetic link for Asperger Syndrome to run in the family. There is a higher number of incidences of diagnosis of less severe behavioral disorders if a child in the family has been diagnosed with Asperger Syndrome. This would mean that there would have to be a common grouping of genes that would render a person vulnerable in developing the disorder. The particular grouping would then determine the severity and symptoms for the disorder. Furthermore, it is believed by the scientific community that Asperger Syndrome has a stronger genetic component than Autism ( McPartland & Klin, 2006). = = = = =2) Typical Characteristics=

Typical characteristics of Asperger Syndrome manifest themselves in several categories including: social interactions, restricted and repetitive interests and behaviour, and speech and language.

**__Social Interaction__** Students with AS will show varying levels of difficulty in the basics of social interaction, ranging from mild to severe, depending on the individual. Typically these students lack social reciprocity and are unable to predict or interpret the intentions and emotional signals of others (Moriguchi et al., 2007). Unlike other autism spectrum disorders, students with AS do not become withdrawn from others, however, their inability to react suitably to social cues may be perceived as insensitive or inappropriate. It has been shown that students with AS can demonstrate a theoretical understanding of the emotions of others, however, they struggle to apply this knowledge to real life situations (Klin A, 2006). In addition to awkward social interactions, students with AS may show impaired nonverbal behaviours such as eye contact, facial expression, posture and gesture (McPartland & Klin, 2006). The inability to demonstrate empathy and repeated failed social encounters are the most dysfunctional aspect of Asperger syndrome (Baskin et al., 2006).

One of the most prominent characteristics of students with AS, is their tendency to focus on restricted and often abnormal interests. Students with AS tend to retain large amounts of information on a specific topic, however, wont necessarily understand the broad range of the topic (McPartland & Klin, 2006). They become very obsessed with a narrow range of interests that tend to dominate any social interaction that these students have. This tendency also manifests itself in the tendency of these students to stick to inflexible routines and patterns of behaviour. Finally, students with AS typically display stereotyped and repetitive motor behaviours including, but not limited to hand movements, twisting, twitching, and complex whole-body movements (Klin, 2006).
 * __Repetitive Interests and Behavior __**

__**Speech and Language**__ Students with AS do not show significant delay or abnormalities in their language skills, however, there are three typical aspects of communication patterns that these students struggle with including: poor prosody, poor circumstantial speech, and marked wordiness (McPartland & Klin, 2006). Students with AS generally have a restricted range of intonation delivering speech abnormally loud, fast or jerky. Listeners may struggle to comprehend the context or structure of comments, as it isn’t provided for them and attempts to elaborate on the topic are often unsuccessful (Moriguchi et al., 2007). Students with AS tend to use an excess of words when communicating, and often fail to understand if the listener is engaged in the conversation. They tend to use language very literally and don’t understand nuances such as humor, irony, metaphors, teasing and often struggle to filter inappropriate internal thoughts (Moriguchi et al., 2007).

__**Other** __ Students with AS have demonstrated a high functioning visual-spatial ability. They can often detect small changes in patterns, object arrangements or objects in well-known images (McPartland & Klin, 2006). A student with AS including may experience other unusual sensory characteristics: sensitivity to sound and light and an increased fight-or-flight response. Students with AS may display physical clumsiness, poor motor skills, poor coordination, poor handwriting, and may move awkwardly (McPartland & Klin, 2006).

=3) Instructional Considerations=

Be Positive! Be Creative! Be Flexible!

Students with Asperger Syndrome often have trouble with the basic organizational techniques. They might be extremely intelligent but forget to bring a pencil or the most basic of tools that will help them succeed. Assistance should be provided in a non-restrictive way to allow the student to achieve their goal. Repetition and routine are very important for students with Asperger Syndrome, so it is important as an educator that we incorporate a level of routine in our classroom (Hallahan, Kauffman & Pullen, 2009). There are many strategies that help students with Asperger Syndrome to come to class prepared.
 * __Routine and Organization__**

● Gluing a picture of a pencil to the school workbook can help with preparedness ● Praising for bringing something that is commonly forgotten ● Written or picture schedules so students can consult them

If the routine needs to be changed or there will be an inconsistency in the day (ex. supply teacher or an assembly), the student should be made aware and prepare for the change. One way to do this is to use a written or verbal schedule to note the change well in advance and discuss the change with the student so that they do not feel overwhelmed by the disruption. Furthermore, structuring unstructured time like recess or play time can help a student immensely as they will often become frustrated with the lack of routine.

__**Communication**__ Students with Asperger Syndrome usually have average to higher than average intelligence and successfully work with learning facts. However, abstract or conceptual concepts will often cause great difficulties for a student with Asperger Syndrome. Instructional assistance with reading comprehension, problem solving, making inferences and organization should be extensive. Teaching techniques such as breaking down activities into basic step-by-step instructions can help when the student begins feeling anxious or distracted. Clear and concise instruction of any activity, whether it is an assignment or social interaction, which is extremely difficult for students with Asperger Syndrome, can often help the student navigate their way through their task. Try to avoid overloading verbal information on the student as they will often not be able to process everything appropriately. Because students with Asperger Syndrome often take language literally, it is important to be careful of instructional language in the classroom. Common speech that should be avoided include:
 * Idioms (save your breath, jump the gun, second thoughts, etc.)
 * Double meanings (most jokes have double meanings)
 * Sarcasm, such as saying, "Great!" after he has just spilled a bottle of ketchup on the table.
 * Nicknames
 * "Cute" names, such as Pal, Buddy, Wise Guy, etc

(Tips for Teaching High-Functioning People with Autism, n.d.). As an educator, language and specificity are very important in instruction and can make the difference in the level of success of a student. Giving a large amount of time for response to a question can also be helpful for students with Asperger Syndrome because they often take a longer time to process the question and their answer.


 * Finding out students interests/hobbies and creating lessons that surround the concepts/ideas
 * Creating assignments that allow for the students to decide the presentation method (ex. Choice Boards)
 * Choices in class should always be specific, not open-ended, as this might cause confusion and a lack of encouragement

__**Classroom/Work Are**__ Students with Asperger Syndrome are hypersensitive to sensory stimuli (Hutchenson, 2002), which can cause inattentiveness, distraction and anxiety in the classroom. Colourful walls and bulletin boards can cause great distraction in the classroom. It is helpful to provide the student with a clean and clear workspace. If there are classroom rules, it is important to post them somewhere for all children to see. They should be brief and explicitly explain the expectations in the classroom. Supporting rules by visual representations can also be very helpful in instances where there is interpretation needed.

__**Homework**__ Students with Asperger Syndrome often have an obsessive nature, making their understanding of the end of school to be just that. Homework is often difficult for a student with Asperger Syndrome because they have associated the end of school day naturally with the end of school work. If homework is important in the classroom, it is important to note that the student should only be asked to complete work that they have already mastered, no new concepts should be introduced. Smaller tasks that build together rather than giving a student one large assignment can also be a very helpful strategy.

=4) Assessment Considerations=

Assessing a student with AS is an ongoing, complex process, and is integral to maintaining a knowledge of student progress on a daily basic. A variety of methods may be used to assess students with AS in both their level of understanding and the effectiveness of particular teaching techniques including:
 * Observations
 * Teacher-designed tasks
 * Interviews with the student
 * Academic tests
 * Functional assessments

It is extremely important that teachers assess students with AS on an ongoing basis so that they may use this information to design future programs that are appropriate to the individual strengths, interests, needs and level of functioning of the student (Ontario Ministry of Education, 2007) <span style="font-family: Arial,Helvetica,sans-serif;">.

__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Strategies** __ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Teachers have a diversity of options in the instruments they use to assess their AS students. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The assessment tool that they use will depend on their knowledge of a student’s:


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; margin: 0.5em 0px 0px; padding: 0px 0px 0px 3em;">Verbal skills
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; margin: 0.5em 0px 0px; padding: 0px 0px 0px 3em;">Ability to follow instructions
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; margin: 0.5em 0px 0px; padding: 0px 0px 0px 3em;">Social expectations
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; margin: 0.5em 0px 0px; padding: 0px 0px 0px 3em;">Ability to work fast
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; margin: 0.5em 0px 0px; padding: 0px 0px 0px 3em;">Ability to cope with transitions

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">It is important that a teacher knows and understands their students with AS, as the student’s responsiveness to an assessment task will be largely affected by the structure of the assessment situation. Teachers must always consider that assessment results may not be a fair representation of the student’s abilities (Ontario Ministry of Education, 2007) <span style="font-family: Arial,Helvetica,sans-serif;">.

__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Accommodations** __ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students with AS may be academically competent, however, they will still need varying levels of accommodation during the assessment process. To allow a student with AS the chance to show their understanding of concepts, the following accommodations can be made (Ontario Ministry of Education, 2007) <span style="font-family: Arial,Helvetica,sans-serif;">:


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Visual supports to clarify verbal instructions
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Additional time
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Alternative methods for the student to demonstrate achievement of skills
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Alternative environments for assessment tasks



__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Modifications** __ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Most typical assessments can be used for students with AS, however, due to their poor verbal and social skills, the following modifications may be made to assessment of academic skills (Ontario Ministry of Education, 2007):


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Recognize that verbal responses may be the most difficult and least accurate
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Do not assist on eye contact
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Provide alternate methods to answer questions non-verbally (for example YES/NO cards where students can point)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Allow several readings of a passage before asking questions
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Read the passage to the student
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Begin with material several grades below ability level of student
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Allow students to answer questions using the computer or other assistive technology

= =

=5) Social and Behavioural Considerations=

__ **Promoting Positive Social Interactions in the Classroom** __ Although students with AS have a strong desire to “fit in” with their peers, they may have difficulty doing so because of the social differences that exist between them and their classmates (Stokes, 2001). Teachers must remember that students with AS will not learn how to have effective social interactions just by watching their peers or being involved in various social situations, and therefore, direct teaching of social skills is recommended (Stokes, 2001). Beyond explicitly teaching social skills, there are various ways that teacher can promote positive social interactions in the classroom, such as:


 * Break social situations up into a sequence of steps and model or write down these steps;
 * Provide many opportunities for the student to recognize, understand, and practice different social rules and skills (eg. give the student the chance to interact with others in a shared interest or hobby, plan cooperative group activities, etc.);
 * Encourage the student to monitor their own social interactions and to provide feedback about their own actions and the actions of their peers;
 * Be sure to assign group or partner pairings to make sure that the student with AS has peers to work with and doesn’t get left out (Ministry of Education, 2007).

Teachers should remember that students with AS have the potential to be overwhelmed by the social aspect of group work and therefore it might be difficult for them to focus on the task at hand ("My Aspergers Child," 2010). Therefore, teachers should make sure to vary instructional methods and student groupings, and reflect on what social groupings seem to be beneficial for the student(s) with AS.

__ **Enhancing Social Communication in the Classroom** __ In the same way that the explicit teaching of social skills is recommended for students with AS, direct instruction to help them to understand verbal and non-verbal communication is also useful (Ministry of Education, 2007). Students with AS usually have difficulty maintaining two-way conversations and narrating past events (eg. telling the class what they did on the weekend) (Stokes, 2001). Listed below are some strategies, beyond teaching specific skills, teachers may want to consider for fostering social communication in the classroom:
 * Always use clear and specific language in the classroom and don’t rely methods of non-verbal communication to converse with the student (eg. don’t simply cross your arms and stare at them to communicate that you want their attention, instead explicitly state your expectations verbally);
 * Always check for understanding after giving instruction and encourage the student with AS to ask for clarification if they are having trouble understanding something (Ministry of Education, 2007);
 * Use visual supports to teach conversational discourse skills (eg. a “My Turn” card that can be physically passed between conversation partners) (Stokes, 2001);
 * Always explain language that you think may be confusing for the student and provide examples along with opportunities to learn and use the language (eg. metaphors, words that have multiple meanings).
 * Provide many opportunities for conversations and role-playing in the predictable social setting of the classroom (eg. class discussion, small-group discussion, partner conversation) (Minstry of Education, 2007).

__ **Managing Student Behaviour** __ Students with AS may be disruptive in the classroom for a number of reasons, such as: difficulty staying focused, confusion, literal interpretation of instructions, inability to understand social cues, sensory overload, inability to express their feelings, along with a variety of other factors ("My Aspergers Child," 2010). It is important that the teacher tries to identify the reason behind the student’s disruptiveness if their behaviour is becoming an issue in the classroom. Students with AS will benefit from clear, simple instructions outlining behaviour expectations and consequences that are regularly applied if these expectations are not met ("My Aspergers Child," 2010). <span style="color: #ffffff; font-family: arial,helvetica,sans-serif; margin-bottom: 0cm;">....... It is possible that students with AS may have an outburst or tantrum during class due to built up anxiety caused by their inability to communicate their feelings (Ontario Ministry of Education, 2007). To deal with this issue, the teacher may wish to help the student learn alternative ways of communicating feelings that have previously led to behavioural problems. The teacher may teach the student how to use gestures, specific words, or visual supports (ie. pictures) to communicate their feelings as a way to reduce or replace disruptive behaviour (Ontario Ministry of Education, 2007). Another effective strategy for dealing with the issue of classroom outbursts is teaching the student how to monitor and deal with their anxiety before it reaches the point of release. Some suggested ways of doing this are:


 * Offering the student a way to visually recognize, rate, and monitor their anxiety (eg. an anxiety thermometer, a colour-coded rating scale);
 * Teaching relaxation techniques (eg. deep breathing, listening to music);
 * Provide scheduled opportunities to make the environment less stressful (eg. “downtime” in which the student can engage in a pre-selected calming activity – examples are listening to music or quiet time);
 * Prepare the student for situations you feel may cause anxiety (eg. advance warning for a change in schedule);
 * Constantly monitor for signs of bullying or teasing from others and provide the student with positive strategies for recognizing and responding to this negative behaviour of their classmates – examples are: talking to the teacher, stepping outside of the classroom for a minute, or counting to 10 to allow themselves to calm down (Ministry of Education, 2007).

Teachers should always keep in mind that positive reinforcement is much more effective than negative reinforcement when attempting to manage the behaviour of students with AS, as it is for all students. However, positive reinforcement for students with AS is more effective when coupled with positive rewards, rather than solely teacher recognition and praise. This is because those with AS respond more to the presence or absence of “things” and less to human contact or communication (“My Aspergers Child,” 2010). When rewarding appropriate behaviour, teachers should offer students with AS a reward that seems more tangible, such as considering their preference for an activity or assignment. Teachers should also be aware that students with AS do not respond negatively to isolation. Thus, classroom management techniques such as sending the student to the hall or another room to complete their work may actually be regarded positively by students with AS. Therefore, these, and similar, methods of classroom management will not be effective in discouraging inappropriate behaviour and should be avoided.

=6) Want To Know More?=

Below is a list of resources that may be useful to an educator who has further interest on the topic of Asperger's Syndrome and accommodating students with this exceptionality.

ê **My Aspergers Child** My Aspergers Child. (2010). //My Aspergers Child: Help for parents with Aspergers children//. Retrieved December 2, 2010, from http://www.myaspergerschild.com <span style="color: #ffffff; font-family: arial,helvetica,sans-serif;">....... This is a very useful website full of information relating to Asperger’s Syndrome. Although this website was initially designed for parents of children with Asperger’s Syndrome, it contains many recommended strategies for teachers to use when dealing with students with Asperger’s Syndrome in their classrooms. The website contains links to numerous articles on a variety of subjects related to Asperger’s Syndrome. It also provides contact information for support groups across the globe (Canada included). This website is equipped with a search feature making it easy to find and access the specific information you are looking for related to Asperger’s Syndrome. If you cannot find the information you are looking for on this website, there is a “Got a Question?” and a “Chat” section where you can pose your question and receive answers from others who access the site, or from the site creator, Counseling Psychologist Mark Hutton. If you prefer to receive information visually, there is a “Videos” section on the website that contains clips specifically designed to give advice to teachers. The video clip “Teaching Aspergers Students” and the articles “Teaching Students with Asperger Syndrome: Guidelines for Educators” and "Classroom Strategies for Aspergers Students" are recommended.

Aspergers Society of Ontario. (2010). //Aspergers Society of Ontario Online//. Retrieved December 3, 2010, from http://www.aspergers.ca <span style="color: #ffffff; font-family: arial,helvetica,sans-serif;">....... The Aspergers Scoeity of Ontario was formed in 2002 by parents of children with Asperger’s Syndrome and other concerned professionals. The Society’s website contains some useful resources, as well as information that directs visitors to the site as to how they can obtain more infromation (email or phone request). It also includes a comprehensive introduction to Asperger’s Syndrome for those individuals who wish to know more about the characteristics of the exceptionality. The site also contains information about resources within one’s community (agencies, community groups and events, workshops, camps, etc.). One particular feature of the Society that might be of interest to teachers is an informative resource CD that has been specifically designed for educators that you may request be mailed to you for a small cost.
 * ê Aspergers Society of Ontario **

ê **Children with Asperger's Syndrome: Characteristics/Learning Styles and Intervention Strategies** Stokes, S. (2001). //Children with Asperger’s Syndrome: Characteristics/Learning Styles and Intervention Strategies//. Autism Consultant for the Cooperative Educational Service Agency #7, Wisconsin State Department of Special Education. Retrieved December 2, 2010, from http://www.specialed.us/autism/asper/asper11.html <span style="color: #ffffff; font-family: arial,helvetica,sans-serif;">....... This article provides suggestions for different ways to accommodate students with Asperger’s Syndomre in the typical educational setting. It discusses the importance of educational staff training as well as the significance of peer awareness and knowledge. The main focus of the article is the social relation and communication difficulties that are commonly experienced by students with Asperger’s Syndrome in the classroom. The article provides very specific examples of strategies for intervention in relation to these social deficits. It also provides classroom-setting examples of behaviour of students with Asperger’s Syndrome and connects them to the various strategies for intervention.

<span style="font-family: arial,helvetica,sans-serif; font-weight: normal;"> ** ê ** **Effective educational practices for students with autism spectrum disorders: a resource guide** Ontario Ministry of Education. (2007). //Effective educational practices for students with autism spectrum disorders: a resource guide//. Toronto: Ministry of Education. ....... This document has been produced by the Ministry of Education as a practical reference for teachers. Though very lengthy, the document is well organized and includes various text features that highlight key points throughout the document making it easier to navigate through. This resource provides very valuable information on program planning, instructional strategies, and social and behaviour considerations for students with Autism Spectrum Disorders. Although this document speaks broadly on Autism Spectrum Disorders, the teaching and learning strategies target the diverse needs of students with ASD, including those with Asperger’s Syndrome. There is also a section in the document specifically about students with Asperger’s Syndrome with a focus on managing the social, behavioural, and communicative characteristics unique to this disorder (pages 102-109). The last 96 pages of this document include a wide range of great strategies, tools, and resources that a teacher may use to provide effective education for students with Autism Spectrum Disorders (Resources 71, 72, 73, and 74 would be specifically useful for teachers of students with Asperger’s Syndrome).

<span style="font-family: arial,helvetica,sans-serif; font-weight: normal;"> ** ê ** ** Making a difference for students with autism spectrum disorders in Ontario schools: from evidence to action: report of the Ministers' Autism **** S **** pectrum Disorders Reference Group ** Ontario Ministers' Autism Spectrum Disorders Reference Group. (2007). Making a difference for students with autism spectrum disorders in Ontario schools: from evidence to action: report of the Minis ters' Autism Spectrum Disorders Reference Group. Toronto: Ministry of Education. ....... This report was produced by the Ministers' Autism Spectrum Disorders Reference Group and offers many different evidence-based educational practices to meet the wide range of needs of students with Autism Spectrum Disorder. This document is quite lengthy and is more directed towards those working at the Ministry level to provide guidance and recommendations for programs for these students, but teachers may find it useful to have background knowledge of what can be done at the board-level to meet the needs of students with Autism Spectrum Disorders. A summary of the Reference Group’s recommendations for programs can be found on pages 53-59 of the document.

=References=

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Aspergers Society of Ontario. (2010). What is Aspergers? Retrieved December 2, 2010, from http://www.aspergers.ca/ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Baskin, J. H., Sperber, M., and Price, B. H. (2006). Asperger syndrome revisited. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Bird, J., Silani, G., and Brindley R.(2006) Alexithymia In Autistic Spectrum Disorders: and fMRI Investigation. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Hallahan, D.P., Kauffman, J.M., and Pullen, P.C. (2009). Exceptional Learners: An introduction to special education (11th ed.). Boston: Allyn & Bacon <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> Hutchinson, N. (2002). Inclusion of Exceptional Learners in Canadian Schools: A Practical Handbook for Teachers. Toronto: ON: Prentice Hall. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Klin, A. (2006). Autism and Asperger Syndrome: An Overview. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">National Institute of Neurological Disorders and Stroke. (2010). Asperger Syndrome Fact Sheet. Retrieved December 2, 2010, from http://www.ninds.nih.gov/disorders/asperger/detail_asperger.htm <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> McPartland, J., Klin A. (2006). Asperger's Syndrome. Adolescent Medical Clinics of North America, 17, 771-778. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Moriguchi, Y., Decety, J., and Ohnishi, T. (2007). Empathy and Judging Other's Pain: An fMRI Study of Alexithymia. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">My Aspergers Child. (2010). My Aspergers Child: Help for parents with Aspergers children. Retrieved December 2, 2010, from http://www.myaspergerschild.com <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> Moreno, Susan J. (n.d) Tips for Teaching High Functioning People with Autism. Retrieved December 2 2010, from http://www.aspergersyndrome.org/Articles/Tips-for-Teaching-High-Functioning-People-with-Aut.aspx <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> Ontario Ministry of Education. (2007). Effective educational practices for students with autism spectrum disorders: a resource guide. Toronto: Ministry of Education. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> Stokes, S. (2001). Children with Asperger’s Syndrome: Characteristics/Learning Styles and Intervention Strategies. Autism Consultant for the Cooperative Educational Service Agency #7, Wisconsin State Department of Special Education. Retrieved December 2, 2010, from http://www.specialed.us/autism/asper/asper11.html