Helping Children and Teens with Asperger's to Achieve Success in School Settings

ulie Balderston, with a Master's in speech and language pathology, has spent ten years working in the public schools, specializing in Asperger's Syndrome and the autism spectrum. Her work with children and teens with Asperger's and with high functioning students on the autism spectrum has led to her appreciation of their gifts; she feels extremely fortunate for the opportunities she has to work with these students. Her positive attitude shows in her dedication to meeting their educational needs at the highest levels possible. Rather than lowering expectations for children with Asperger's learning in the public schools, her motto is "the sky is the limit".

Establishing an Educational Program
Julie Balderston stresses that it is best for the students when they are diagnosed early, to allow for early intervention and support. She notes that the educational criteria and the medical criteria for Asperger's Syndrome are somewhat different, making it important for parents to work with school personnel as well as their family doctor or other specialists. Public schools generally look at diagnostic criteria that include impairments in communication, difficulty with some social interactions, restrictive areas of interest, sensory oversensitivity, and a consistency in these characteristics over time and in intensity. In the public schools, once students are found eligible for Autism Spectrum support, most get on an Individualized Education Plan (IEP) and are given a case manager. The case manager then becomes their advocate and a voice for them in the school system.

When she acts as a case manager for a student with Asperger's Syndrome, Balderston advocates for the student both in and out of the classroom. In the classroom, she works with the teachers to accommodate the student's needs and modify materials in class. She often suggests alternative assignments and encourages the teacher to focus on the student's special skills; she also helps students and teachers to set educational goals. She says, "I do not want kids to be held back or have a bad experience with education." Instead, when a student encounters an area where characteristics of Asperger's Syndrome may be causing them extra difficulties, Balderston helps teachers to look for other avenues for the student to express his or learning and abilities.

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Scaffolding as a Teaching Strategy

Scaffolding
Lauren Scharff discusses the Scaffolding approach to teaching.

Eton backs plan for state boarding schools

Eton College is backing plans to increase the number of state boarding school places in the UK.

The boys-only private school has been involved in talks with at least two state schools about the prospect of opening up new boarding houses for their pupils.

Tony Little, headmaster of Eton, told The Independent that the number of state boarding schools will grow as a result of the stampede to take up academy status. "As they develop specialisms in areas such as sports and music, the likelihood is that they will be attracting students from further afield– for whom boarding could have a positive impact."

Mr Little rejected the idea, pioneered by Andrew Adonis in the last Labour government, that state boarding places should just be for vulnerable children from broken homes or where parents were on the verge of splitting. Mr Little said they should offer the opportunity to young people from a range of backgrounds. He added: "The old image of boarding as fagging and beating and not walking down certain corridors, that's pretty well long gone."

Instead, today's 1,300 pupils at Eton all have their own boarding room rather than being crammed into dormitories.

The drive towards opening up more boarding school places in the state sector is among several initiatives being planned by Eton to improve links with the state sector.

The college is to increase the number of pupils on scholarships and bursaries from its present level of 20 per cent to 33 per cent. In addition, it wants at least 70 of its pupils to have free places.

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Helping kids learn words

We learn and refine the meanings of words throughout our lives. Children need to understand the sound structure of words and to know the meaning of many different words, as well as how to figure out word meaning from the context in which a word is used. Word skills are important as the foundation for learning to read.Words have multiple meanings. There are central meaning (most common) and peripheral meanings (less common). There are also figurative meanings ('hit the sack'). Take the word 'ear', for example. The most central meaning is the listening device on the side of your head. A less common meaning would be as in an 'ear of corn'. Figurative meanings of ear may include, 'I have an ear for music.' or 'I'm all ears!' Figures of speech are important because they are very common in everyday speech and yet quite confusing to those who are trying to learn a language.

1. Children need to develop some understanding of the sound system of words.
· Parents may play rhyming games. For example, "Listen, I can change the word 'saw', a thing I use to cut wood to 'paw', a dog's foot. Reading books with word play, like Dr. Seuss, provide valuable experience.
· Parents can point out similarities in the sounds of words. For example, the word "McDonalds has Don's name in it. Listen, Mc-Don-alds".
· Parents can play blending games and analysis games. For blending games, children can be asked to combine 2 words, such as 'cow & boy' into one word or if analyzing, tell which 2 words make up the word 'cowboy'. For older children, this can be done with sounds. For example, "d-i-n-n-e-r"-ask the child to say what the word is.
· For older children, parents can show how words change with small additions. For example: "I really like your shoes----NOT" or "He is cheerless" or "She is unconscious".
· Parents may emphasize word meaning and sound structure with older children by engaging in casual word play. You may play a running game of 'fictionary' where each person tries to bring home a 'stump' the family word or you may make up words for events that have no words (Example: The cart at the grocery with a wobbly wheel may be called "cartiswabis"). Parents may reward children for recognizing unfamiliar words and asking what they mean (Example: "You are so recalcitrant.") or may reward them for recognizing words used in the wrong context that sound almost like the intended word (Example: "Here, let me give you some destruction on how to do that.")

2. Children need to develop an understanding of the concept of 'word' and meanings in different situations.
· Parents can talk about words and what they mean in any everyday situation. Once you have a child attending to a word, use it in various sentences and fit it into the present context, if possible. Extend to other meanings or words with similar meanings.
Example: Suppose the word is "shimmering" and you are watching the moonlight shimmering on the lake. Show and talk about your earring shimmering in the moonlight or a wet rock. You may extend on to talk about the rock 'glistening' or 'shining' in the moonlight.
Example: Suppose you are talking about a child who is described as being 'bad'. You could refine your child's understanding of bad and extend to other words by saying, "Well, she is not malicious. Malicious is when you mean "to hurt others". I do not believe she wants to hurt others. It is difficult for her to stop herself when she wants to do something. That is called being petulant.


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Talking to kids about death

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101 tips for improving children's behaviour

Thanks to Dr Andy Gill and other authors for these 101 parenting tips on understanding and improving children’s behaviour. Nearly all frequently asked questions about children’s behaviour are included in this list. If you have a “strong-willed” child, you don’t need to feel distressed. Tips #5 provides you with a freebie,5-week online self-help course to empower you to cope with him/her. Toddlers and preschoolers have endless effort to test your boundary with their weapon, throwing tantrums. Tips #8 Dealing With Tantrum suggests some measures that can help reduce the frequency of occurring. I think most parents cannot avoid the bedtime battle, Tips #11 shows you how to win theBedtime Battle. Some tips, like Helping Your Child Learn Responsible Behaviour, Parenting Teens, The Debate Over Spanking not only give you the general information, but also some further readings or related links through which you can go into depth. You can keep this tips list as your parenting library or bookmark for your friend.


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7 ways to help your child lose weight

Rates of obesity in children are on the rise. A new study by the Centers for Disease Control and Prevention (CDC) found that more than 15 percent of six- to-nine-year-olds were overweight in 1999 to 2000, compared with about 11 percent in 1998 to 1994. The study also found that increased rates of overweight and obesity have led to more and more children being diagnosed with previously grown-up, obesity-related conditions such as highcholesterol and Type II diabetes.

There is no quick and easy way to help your child lose weight. It requires long-term modifications in lifestyle and eating habits that need to be incorporated into the family structure. But it can be done. Here's how:

1. Set realistic goals for your child.
Because children are still growing, it may be a better to help them maintain rather than lose weight. As your child grows taller without gaining weight, she will naturally become thinner. For more overweight or obese children, a one pound a week weight loss is a good goal. The more attainable the goal, the more likely it is you child can live with these lifetime modifications.

2. Encourage exercise.
Any type of aerobic activity will help your child expend calories. Walking, jogging, bike riding and Rollerblading are all great ways to burn calories. You should also encourage your child to stay active in other ways, like using the stairs instead of the elevator, or walking instead of driving to a friend's house or the local store.


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