Teaching Students with Asperger Syndrome in the College Classroom:  Creating an Inclusive Learning Environment
By Sara Langford, Todd Zakrajsek, and Steven Swantek

Editor’s Note: If you suspect a student has a special need or if you would like additional information about students with special needs, PLEASE contact Student Disability Services for information and assistance. The following article is offered as some general tips that are helpful for Students with Asperger’s Syndrome, but are also helpful for most students.

Asperger Syndrome (AS) is a developmental disorder characterized by poor social skills epitomized by difficulty with non-verbal communication, motor impairment, need for predictability, and restricted interests (Tantam, 1991).  It is a disorder that has been classified as an Autism Spectrum disorder – despite its major differences from mainstream autism – and is often referred to as “high-functioning” autism.  Students with AS may appear socially awkward, aloof, have peculiar preoccupations, and/or be rigid in their thinking. These individuals often posess great knowledge in specific areas and may have extensive vocabularies (Tantam, 2003), thereby giving AS students specific abilities desirable in academe. In fact, because many individuals with AS demonstrate extreme knowledge in specific areas, when young individuals with AS are often referred to as “Little Professors” (Luckett & Powell, 2003). Because of their academic propensity, in combination with the increase in diagnosis of the disorder (U.S. Department of Education, 2002), college students with AS are becoming more common.  Until recently AS was often mistaken for Attention Deficit Hyperactivity Disorder; and while many such individuals have been rediagnosed since AS was first listed in the Fourth Edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) back 1994, many outside the medical profession continue to mistake people with AS as having ADHD.

The following suggestions are provided to assist with creating positive learning environments for AS students in the spirit of inclusion.  It is important to note that adjusting the classroom for an AS student is beneficial for all students by helping to cover a broader range of learning abilities.  Additionally, while these suggestions are based on research, you must approach people on an individual basis and find accommodations that work for both you and the student (Luckett, & Powell, 2003).

1.  AS students have difficulty coping with change.  AS students are often quite flexible as long as they know things in advance.  Make the environment as predictable as possible with advance notice of any necessary changes or an explanation of the reason for the change (Safran, 2002).
   
   
2. Because of social difficulties, groups can be problematic.  Try to offer individual alternatives or place the student with individuals you believe will be understanding.  If conflict arises, you may need to explain in plain, literal terms, how to behave appropriately in a group setting (Luckett & Powell, 2002; Safran, 2002).
   
3. Test-taking is complicated by a number of factors, such as literal thinking, impaired motor skills, and sensitivity to distractions.  Specify the details of the test format and procedure ahead of time.  Make the test instructions and questions literal and clear.  If the student does repetitive behaviors (muttering, clicking tongue, etc.) to relax, teach them alternative behaviors that will make it less intrusive to others (NAS, n.d.).
   
   
4. The same characteristics that impact testing can also impact assignments.  Make sure assignments are presented both orally and in a written format, help students capitalize on their special interests, teach methods such as time management, organization skills, and note-taking strategies  (Stewart, 2003), and offer opportunities for revision (Luckett & Powell, 2003).
   
5. Due to their lack of social skills AS students often have a propensity to blurt out comments or questions in class rather than raising their hands.  This tends to irritate fellow students more than it does professors because such questions and comments are almost always on point and of a nature that don’t generally get asked.  However, it may not be in the best interest of the AS student nor the rest of the class to allow this to go completely unchecked, as appropriate classroom behavior, such as waiting one’s turn, should be reinforced.
   
   
6. Because of your position, an AS student may approach you with problems outside the classroom.  If they are having social problems explain to them in literal, clear language what type of behavior is appropriate, how to interpret the reason for other people’s behavior, and guide them toward structured activities and clubs (Luckett & Powell, 2003).  If you are unsure how to help the individual, refer them to the counseling center or disability student services (Tantam, 2000a).
   
7. Don’t leave anything to inference. Part of the limited social skills attributed to AS is the inability to read many types of body language and nonverbal cues.  All forms of instructions for assignments need to be literal and clear. 

More general guidelines for dealing with students with disabilities can be beneficial in a variety of settings. If you have questions regarding accommodations in the classroom, contact Student Disabilities Services (sds@cmich.edu).  They are a resource not just to students, but also to faculty in learning how to deal with students with special needs.

Additional information about Asperger’s Syndrome can be found at the following site--
http://www.udel.edu/bkirby/asperger/as_thru_years.html

Luckett, T., & Powell, S.  (2003).  Students with autism and Asperger’s syndrome.  In S. Powell (Ed.), Special teaching in higher education:  Successful strategies for
access and inclusion (pp.159-176).  Herndon, VA:  Stylus Publishing.

NAS (National Autistic Society).  (n.d.).  Guidelines for teaching students with Asperger syndrome in further education colleges.  Retrieved August 4, 2005, from
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=129&a=2232

Safran, J. S.  (2002).  Supporting students with Asperger’s syndrome in general
education.  TEACHING Exceptional Children, 34(5), 60-66. 

Stewart, W.  (2003).  The gifted and learning disabled student:  Teaching methodology that works.  In D. Montgomery (Ed.), Gifted & talented children with special educational needs:  Double exceptionality (pp.25-41).  England:  A
NACE/Fulton.

Tantam, D.  (1991).  Asperger syndrome in adulthood.  In U. Frith (Ed.), Autism and
Asperger syndrome (147-183).  Cambridge, U.K.:  Cambridge University Press.

Tantam, D.  (2000a).  Adolescence and adulthood of individuals with Asperger
syndrome.  In A. Klin, F. R. Volkmar, & S. S. Sparrow (Eds.), Asperger syndrome (pp. 367-399).  New York, NY:  Guilford Press.

Tantam, D.  (2003).  The challenge of adolescents and adults with Asperger syndromes. Child and Adolescent Psychiatric Clinics of North America, 12(1), 143-163.

U.S. Department of Education.  (2002).  Twenty-fourth annual report to congress on the    implementation of the Individuals with Disabilities Education Act (Publication ID EHE0050P).  Jessup, MD:  ED Pubs.

• Sara Langford is a doctoral candidate in the Industrial/Organizational Psychology program at CMU.  She works at the Faculty Center for Innovative Teaching as a research coordinator.

• Steven V. Swantek is a Senior Accounting Major and Legal Studies Minor (Class of 08) at CMU with Asperger Syndrome.  He is also the Student Government Association Parliamentarian and a senior member of the SGA Senate.