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Casestudyessay

This document provides observations of a 10th grade student named J who has Asperger's syndrome. It notes that J initially enjoyed class but his engagement declined after the first unit. It describes developing a positive relationship with J through discussions about sloths. Observations show that J focuses well on assignments but struggles with comprehension, and had social conflicts with classmates. J later expressed not wanting to attend class, seeing teacher assistance as unnecessary.

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0% found this document useful (0 votes)
71 views13 pages

Casestudyessay

This document provides observations of a 10th grade student named J who has Asperger's syndrome. It notes that J initially enjoyed class but his engagement declined after the first unit. It describes developing a positive relationship with J through discussions about sloths. Observations show that J focuses well on assignments but struggles with comprehension, and had social conflicts with classmates. J later expressed not wanting to attend class, seeing teacher assistance as unnecessary.

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© © All Rights Reserved
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NatalieWeston

December9,2015
CaseStudyJ

MeetJ
Jisa10th

grade,caucasianstudentinoneofmyEnglish10classes.Atthebeginningof
theyear,hebroughtpositivitytoclasswithhimdailyalwayssmilingandexcitedtotalktome.
Whilehehasremainedtalkativeandfriendly,hiswillingnesstolearnhasdeclinedgreatlyafter
theclasssfirstunitonahighinterestbookcalledW
hirligig.
Jsmedicalalertsayshehas
Aspergers,which,priortodevelopinganinterestinandrelationshipwithJ,Iknewessentially
nothingabout.JdoesnothaveanIEP,thoughIchosetowriteabouthiminpartbecauseI
believethathewouldbenefitgreatlyfrompossessingone.Heisinvolvedincrosscountry,which
hehasexpressedhereallyenjoys,howeverhewasunabletofullyparticipateforthemajorityof
thesemesterbecausehebrokehiscollarbone.
MyrelationshipwithJbeganatthebeginningoftheschoolyearwhenItaughtalesson
aboutthemeusingachildrensbookaboutaslothmyfavoriteanimal.Ireadthebookaloud,
andshowedtheillustrationstothestudentsusingtheDocCamacamerathatprojectswhatever
isshownunderitontothescreenatthefrontoftheclassroom.Duringmylesson,Iexpressed
myloveofsloths.
Afterthelesson,asIwaswanderingaroundtheclassroomcheckingonthestudents
worktoensuretheyunderstoodthelesson.Jbeganspeakingwithmeregardingmyadoration
ofsloths,adamantlyinsistingthatslothswereinnowaythebestanimal,andsobeganour
relationship.Thefollowingclass,mymentorteacherandIaskedthestudentstowriteastoryin
theirjournals.Jwroteastoryaboutmeandasloth,whichhethenrequestedIreadaloudtothe

classforhimbecausehewastoonervoustodosohimself.Afterthatinstance,thelarge
majorityofhisjournalresponseshadbeen,insomecapacity,aboutmeandasloth.
InadditiontoJsinclinationtobondwithmeovermyloveofsloths,healsospeakswith
meanychancehegets,sharingtidbitsabouthislife,whichIgreatlyappreciate.Healsohasa
tendencytoengagemeinmakingfunnyfacesacrosstheroom.Allinall,Jisasweetandfunny
kidwhohasexpressedasubstantialdesiretobuildarelationshipwithme,oneofhisteachers.
Thoughheisoccasionallyresistanttoengaginginassignments,Jthriveswithsome
encouragementandoneononeinstruction,furtherexemplifyinghisdesiretoconnectwith
teachers.

Observations
Duringfallsemester,Ihavehadtheopportunitytotoengageinnumerousinteractions
withJ,andwasabletoobservehimthroughoutthedurationofacouplemonths.Thefollowing
areafewobservationsImadeofJduringOctoberandNovember:
ThursdayOctober8,2015
Notetaking:
WhenitcomestimetofocusonanassignmentespeciallyawritingassignmentJ
focusesintently.
Herarelyasksquestionsand,ifIrecallcorrectlyfromgrading,doessmall
assignmentsverywell.
Imconfused,though,becauseheisfailingourclass.
Weneverhavetoaskhimtofocus,andhedoesnotelecttolistentomusiclikeother
studentsdo.Thoughhehasfriendsintheclass,hedoesnottalktothemduringtimesof
focus.
Notemaking:
Jdoesnotseembotheredbyinclassdistractionsthewayotherstudentsseemtobehe
isalsoverymildmannered,anddoesnotseemtogetfrustratedeasily.
(However,byDecember2015,hewouldbecomelessmildmanneredandmore
easilyfrustrated.)
WednesdayOctober14,2015
Notetaking:

Todayinclass,wegaveapopquizthatIwroteonrhetoricalstrategiesastheyrelateto
JuliusCaesar.
Becauseoftheshortenedperiods,manystudentsdidnotfinishthequiz,andweare
givingthemmoretimenextclass.However,Jdidfinish.
Jsanswerswereabitperplexinginthattheywerenotcompletelywrong,butalsonot
satisfactorilycorrect.
Notemaking:
ImconfusedregardingwhattheproblemiswithJohnsquiz.
Itclearlydemonstratesthathehasbeenpayingattentionduringthereadingtime,
andunderstandstherhetoricalstrategies,butthereisadisconnectsomewhere.
DoeshejustnotquiteunderstandShakespeare?
Thisrelatesbacktomynotunderstandinghowheisfailingourclasswhilealwaysbeing
bothphysicallyandmentallypresent.
(ThoughJendedupwithaBforthefirstmarkingperiod,therewasapointwhere
hewasfailing,anditwasanenormousconcernsoIbegantoworkevenmore
closelywithhim.)
TuesdayOctober20,2015
Notetaking:
Jwasworkingwithtwoclassmatesona
JuliusCaesar
speechtranslationinclasstoday.
Heandtheclassmatesgotintoaslightargumentabouthowthespeechshouldbe
translated.
Theyendedupliterallyboxinghimout:theyturnedthedesksawayfromhimsohe
wouldnthaveinput.
Mymentorteacherhadtocomeoverandmovethedesksanddemandtheywork
amicably.
Notemaking:
Thiswasareallyinterestingincidentformetowitnessbecauseitillustratedthesocial
issuesthatIhadyettosee.
Itwasespeciallyinterestingbecauseallpartieswereatfault,makingtheincidentinno
waycutanddryallthreeboyswerebeingmeantooneanotherandwereangry.
Whatwasmostperplexingaboutthissituationwasthatoneoftheboysinvolvedinthe
conflictwasJsbestfriendintheclass,whoIbelieveishisgoodfriendoutsideofclass
aswell.
Johnwascompletelyatalossregardinghowtostandupforhimselfinthesituation,as
wasI.
(AtthebeginningofNovember,mymentorteacherandIgavetheclassassigned
seatsandIsetitupsoJwouldsitclosetomydeskandIcouldeasilyofferhim
assistance.Indoingso,wemovedJawayfromthefriendofhisinvolvedinthat
conflict,andtheyhavegonefromtalkingeachdayofclasstonotspeakingatall.
Ihavenoideaiftheyhadsomesortoffallingout,orifthisoccurrenceissimplya
matterofproximityandconvenience.)
ThursdayNovember12,2015

Todaywasaninstrumentaldayinmyunit,aswebeganreadingH
eartofDarkness,
and
Iwasattemptingtointroducethestudentsannotation.
Jemailedmelastnightaskingifhecouldmissclasstodaytohelpcleanupinculinary.
ItoldhimthatIwouldpreferhedidnt,anditwouldbebeneficialforhimtocome
toclasssinceitwassuchanimportantday.
Hestilldecidednottocometoclass.
BeccaranintoJduringfirstblockandspoketohimbrieflyaboutnotwantingtocometo
class.
Jessentiallysaidthathedidneedtocometoclassandwasmorethancapable
offiguringouthowtoannotateonhisown.

Iwouldliketodiscussthisincidentfurther,astodayseemedtohavebeensomethingof

anegativeturningpointinJsattitudeinEnglishclass:sincethisday,hehasbeenmuchmore
vocalabouthisdiscontentwithEnglishclassandschoolingeneral.Jemailedmeand
requestedtomissthedayofmyunitinwhichIwasintroducingthefirstexcerptsofH
eartof
Darkness
thatwewouldbeworkingwithinmyunitandexplainingthemingreatdetailhe
wantedtomissclassinordertohelpcleanupafterhisculinaryclass,whichwhilenicewasin
nowayarequirement.OfcourseunlesshehadreadPlanBookaheadoftime,whichhe
wouldnthavehadareasontodoJhadnowayofknowingthathewouldbemissingsomuch
inclass.Iexplainedtohimthatitwouldbeinhisbestinterestforhimtocometoclassbecause
HeartofDarkness
isadifficulttextandwewouldbeworkingwithitinfutureclasses.What
struckmemost,andledtomyongoingconcernthereforth,waswhenJtoldmethathefelt
confidenthecouldjustreadithimselfandunderstandit,becausehedidntneedteacher
assistanceinunderstandingwhatheisreadingwhichIknowisuntruefromworkingwithhim.
Mymentorteacherranintohiminthehallwaythenextday(thedayoftheclasshewas
intendingtomiss)andhetoldheressentiallythesamething,butwithagreateremphasisonthe
lackofnecessityofattendingclassingeneral.
TuesdayNovember10,2015
Notetaking:
Inclass,IwashavingstudentsreadashorthistoryofKingLeopoldandtheBelgian
Congothenmakeatimelineofwhattheyveread.

ThoughitwasthebestIwasabletofind,thehistorywasabitconfusinginthatitwasnt
completelychronologicalinthebeginningparts.
JwasconfusedbytheorderofeventsandIcouldtellhewasgettingextremely
frustrated.
AsIdidforourGermanspeakingstudentinanearlierclass,andwouldfor
anotherstudentinthisclassstrugglingwiththeassignment,IsuggestedJputthe
historyinapersonalGoogleDocandhighlightthedates/years,thenattemptto
orderthemonceitbecamemorecleartohimwhateventwashappeningwhen
andinwhatorder.
Notemaking:
Ihadsuggestedtothewholeclassthattheytrythismethod,butnooneactuallytookit
uponthemselvestodoitontheirown.
However,onceIsuggestedittoJohnindividuallyandhebegantousethemethod,he
seemedgreatlyrelievedinthatheunderstoodwhatwasgoingonnow.
WhenJohnisconfused,hegetsveryfrustratedandseemsasthoughhereallyfeelsbad
abouthimself.Suggestingsomethingtohimonanindividualbasispromptshimtotake
thesuggestion,andheseemsgratefulfortheoneononeattention.
ItappearstomethatJohnthrivesoffofhavingaoneononeconnectionwithhis
teacher(alsoevidencedbyhowmuchheenjoystalkingtomeandgoesoutofhis
waytodoso)thisextendstohisclasswork.
Becauseofthisrealization,Iwouldsuggestthatfutureteacherspay
attentiontowhetherornotheseemsflusteredandfrustrated,thenmake
theefforttoofferhimsuggestionsoneonone.
Aftertakingmysuggestion,Johndidcompletelyfineonthe
assignment.

IhavealsonoticedatrendwithJsworkinwhichherushesthroughitandfinisheswith
immenseamountsoftimetospare.However,theworkhedoesisnotuptopar,andheisnot
reallydone,butwillrefusetoaddtowhathehasdonebecausehetrulybelievesithasbeen
adequatelycompleted.Jcertainlyhasatendencytooverestimatehisabilities,andthisstops
himfromaskingforhelpwhenheneedsit.Therefore,itisnecessarythathisteacher
consistentlymonitorhiseffortandunderstanding.

Conversations
ThefollowingisatranscriptofaconversationIhadwithJohn.

MondayOctober22,2015


Beforeclassstarts,Johnwalksacrosstheroomovertomydeskandsitsdownnextto
me.

John:Whatarewereadingnext?

Me:We'rereading
ThingsFallApart.I
'llactuallybetheonewho'steachingthatentire
book.

John:Ohcool!I'mreallyexcitedforthat!What'sitgoingtobeabout?

Me:Wellhaveyoueverheardofpostcolonialism?

John:YeahIreallylikepostcolonialism!I'vealwayswantedtolearnmoreaboutit.

Me:Awesome!Wellwe'llbelearningalotaboutpostcolonialism,andwe'llalsobe
readingexcerptsof
HeartofDarknessa
loudtogetherasaclassbecausethattendstobe
aprettytrickybook.

John:IalreadyfinishedreadingallofJ
uliusCaesar,
canIjustgetstartedon
ThingsFall
Apart
?

Me:Idon'thaveanyofthebooksrightnow,butI'llthinkaboutitandI'lltrytorememberto
bringyouacopyonWednesday.

IdecideditwouldbebestifeveryonebeganreadingT
hingsFallAparta
tthesametime,
soIdidnotgiveJohnacopyaheadoftimehedidnotfollowuponitwithme,soIthoughtit
bestnottobringitupagaintoensureIwouldnthurthisfeelings.
DespitehisexcitementtobeginreadingT
hingsFallApart,h
etoldmerepeatedlythathe
hatedit.Hesaidhehateditbecauseheprefersamoreeloquentwritingstyleandthinkstheplot
isboringandneedsmoreaction.Infact,duringmyunitspanningthemonthofNovemberand
thefirstfewdaysofDecember,Jbegantoexpresstomeagrowingdiscontentfortheworkwe
weredoinginclass.Iamnotsurewhetherthisdiscontentwasduesolelytohisnotenjoythe
subjectmatteroftheunitorduetohislikelyviewingmeastheappropriatepersontocomplain
tobecauseheperceivedmeasthepersonwithcontroloverthatsubjectmatter.

Jalsotoldmethathehasproblemswithinsomniaandisconstantlyexhaustedbecause
ofthat,whichmakesitdifficultforhimtofocusinschool.Itappearstomethisimpactshismood
andmotivationlevelaswell,ashowtiredheiscertainlyseemstocoincidewithhisabilityto
focus(ashehasstated),hismood,andmotivation.Whileneveroutrightmalicioustowardme,J
doesnothidehisemotionsordiscontent,whichIappreciatebecauseitmakesiteasierforme
tohelpandappeasehim,sohecanbeinabetterstateofmindtolearnandgetthemostoutof
thedayslessonregardlessofhismood.Jisastudentwhoonceateacherdevelopsa
relationshipwithhimisveryhonestandblatantaboutwhatishappeninginhislifeandhowhe
isfeeling.

IEPandEffectiveStrategies
JdoesnothaveanIEP,whichis,inpart,whyIchosetowriteabouthim.Theforemost
reasonIchosetowriteaboutJisbecausehewasoneofthefirststudentswithwhomIfelta
genuineconnection.Beyondthatconnection,IamadamantthatJshouldhaveanIEPbecause
herequiresquiteabitofextraattentionandinstruction.ThoughhedoesnothaveanIEP,J
doeshaveamedicalalertthatreads,Psychiatric(Asperger's),Other(SPEECH
DISFLUENCIESDURINGEMOTIONALDISTRESSCANVOMITWHENEMOTIONALLY
DISTRESSED.VOMITSDURINGHIGHANXIETY.)Jsmedicalalertismoresimilartothose
ofstudentswithIEPsthanthemedicalalertsofthosewithout,whichusuallyalertteachers
aboutthingslikeallergiesandconcussions.
JsfinalgradeforthefirstmarkingperiodinourEnglish10classwas86.75%.Nearing
themiddleofthesecondmarkingperiod,Jhada100%inourclass.AsIhavestated
previously,therewasapointwhereJwasfailingourclass,andtheturningpointinhis
comprehensionandincreaseinhisgradesseemedtohavebeenwhenIstartedworking

oneononewithhimdaily.BecauseJthrivesoffofhavingapersonalrelationshipwithhis
teacher,workingoneononewithhimgoesbeyondactingasasomethingofatutor,tolistening
tohimtalkabouthispersonallife,howheisfeelingbothphysicallyandmentally,andallowing
himtobehimselfinthesenseoftellingjokesandvoicinghisopinioninapatientandaccepting
environmentbecausehedoeshaveatendencytostutter.PartofmyconcernregardingJslack
ofIEPisthathemaynothaveonebecausehisgradesarenotworrisome,butinorderforthem
nottobe,histeachermustworkwithhimconsistently.
WhatabsolutelymustbenotedaboutJisthatheismorethancapableofcompleting
andcomprehendingassignmentsifheisofferedthisoneononeinstruction.Often,Jhasa
difficulttimegettingstartedwithanassignment,butheisalwayswillingtotryaslongasheis
offeredpersonalinstructionIdontbelieveassignmentsarecleartoJuntilhereceivesthis
personalinstruction.Oncehereceivesit,andisshownademonstrationofalternativemeansof
comprehension(suchasusingparalleltexts)ifnecessary,Jexcels,whichishowhada100%in
ourclassasofthemiddleofthesecondmarkingperiod.
Jhasdemonstratedatendencytowarddelusionregardinghisprepersonalinstruction
abilitylevel,asexemplifiedwhenhestatedhewouldbeabletothoroughlyandcorrectly
annotate
HeartofDarkness
withoutanyintroductionorexplanation.Ihavesurmiseditis
unnecessarytocrushJsspiritsbyconvincinghimheisincapablethatwouldbecruel.
However,whileheshouldbeappropriatelyencouraged,histeachershouldntstrokehisego
whenunwarrantedbecausethiswouldonlyfurtherprovokethesedelusions.

RelatedResearch
TheOrganizationforAutismResearchswebsitehasprovidedanarticleforeducators
offeringsuggestionsforworkingwithstudentsontheAutismspectrumcalled,6Stepsfor

SuccessforAspergersSyndrome.ThiswasoneofthefirstpiecesofresearchIconducted
uponfirstbeginningtoworkwithJ.Ireadanotherarticleatthattimetitled,ClassroomTipsfor
StudentswithAspergersDisorder,byLeslieE.Packer,PhD.ThefollowingarenotesImade
onthetwoarticlescollectivelyatthattime:

SomeseemstoapplytoJ:
Hetakesabitlongertocompleteassignmentsattimes,exemplifiedtodaybyhis
takingawhiletowriteadiaryentryforCaesar.
Othersdonot:
Heworkswellingroups.
Hemakesmeaningfuleyecontactwithme.
Hehasneverhadatantrumorneartantruminourclassroom.
Hehasfriends.
Hedoesnothavebettergradesthanotherstudents.
Therefore,Imstillconfusedbyhim.Idontknowifhiscaseissignificantlymoremild
thanIthought,orifmanifestationsaredifferentfordifferentagesandperhapssomeof
thesearereferringtoyoungerchildren.

6StepsforSuccessforAspergersSyndromesuggestseducators:

OperateonAspergertime:Givethestudenttwiceasmuchtimetogethalfasmuch
done.

Managetheenvironment:Provideconsistencyandavoidsuddenchangetoavoid
anxiety.

Createabalancedagenda:Makevisualagendasandphysicallyalterthemas
necessary.

Sharetheagenda:Besuretostatetheobviousinsteadofforcingthestudenttorelyon
commonsense,withwhichheorshemayhaveaproblem.

Simplifylanguage:Keepyourlanguagesimpleandconcise,andspeakataslow,
deliberatepace.BeclearwithinstructionsbecausechildrenwithAspergerSyndrome
havedifficultyreadingbetweenthelines.

Managechangeofplans:Attempttohelpthestudentnavigatechange,andprovide
backupplansandforewarninginthefaceofchangewhenpossible.

Providereassurance:Letthestudentknowheorsheismovinginthecorrectdirection,
andfrequentlycheckinwiththestudentsprogressandstresslevel.

Begenerouswithpraise:Providethestudentwithspecificcomplimentsregardingboth
successandattemptsatsuccess.
NowthatIknowJbetter,andhaveworkedwithhimlonger,thanIdidwhenIfirstread

thisarticle,Icanmoreappropriatelyanalyzethesesuggestionsastheyapplytohim.

OperateonAspergertime:Joftenspeedsthroughassignmentsinwhichhelacks
interest,butwhenhedoessotheyarenotcompletedsatisfactorily.However,whenit
comestolarger,morehighstakesassignmentstypicallywritingassignmentsJdoes
takeawhiletocompletetheassignment.

Managetheenvironment:Asmadeapparentbyhismedicalalert,Jdoessufferanxiety
issues.I,personally,havenotseenhisanxietybecomeanenormousproblem.

Createabalancedagenda:Thoughsharingclassroomswithotherteachersmakesit
nearlyimpossibletomaintainadailyagenda,IhaveuseddetailedGoogleSlides
presentationseachdayofmyunit.TheseslideshowscontainmostofwhatIamsaying
inmylessons,aswellasdiscussionquestions,andexplicitdirectionsforanyandall
assignmentsthatIleaveupforthedurationofthetimestudentsareworkingonthe
assignmentsotheycanlookrereaditatanytime.Allstudentsbenefitfromvisualsthis
isnotconfinedtostudentswithAspergers,andJisnoexception.

Sharetheagenda:Throughoutmyunit,Imadeitaconsciousgoalofmineto
consistentlychallengemyselftoclarifymydirectionsasmuchaspossibleforourEnglish
10classes,becausethestudentsinthoseclassesrequiremoreexplicitdirectionthan

ourAdvancedEnglish10classes.Ihaverealizedthatforcinganystudenttorelyon
commonsenseisdangerousbecausecommonsensediffersfrompersontoperson,so
directionshouldalwaysbeasexplicitaspossible.LiketherestofmyEnglish10
students,Jseemstodobetterthemorecleardirectionsare.

Simplifylanguage:OriginallyIglossedoverthisbecauseIdidntquiteunderstandthis
conceptofsimplifyinglanguagesothestudentdoesnthavetoreadbetweenthelines.
Now,Iwonderiftheneedfordeliberate,concise,andclearlanguageplaysapartinJs
thrivingonlyafteroneononeinstruction.Itwouldmakesensethatateacherslanguage
ismoreclearwhenheorsheisspeakingwiththestudentindividuallythanwhena
teacherisspeakingtoanentireclass,whilesimultaneouslyjugglingdisruptionsand
questions.IamlikelymuchmoreclearwhenspeakingwithJoneonone,andtherefore,
instructionisprobablysimplifiedevenmoreforhim.

Managechangeofplans:Unfortunately,Icannotattesttotheefficacyofthisstrategy
asIhaveneverusedit.

Begenerouswithpraise:Jdefinitelyrespondsfavorablytopraiseandisverymotivated
byit.However,aspreviouslystated,hehasaninclinationtowarddelusionwithhis
ability,soImakeaconsciousandconsistentefforttobalanceofferingencouragement
andpraisewhilenotfeedinghisdelusions.Itheorizethebestmiddlegroundismakingit
offeringpraiseonassignmentsintowhichJhasputagreatdealoftimeandeffort,letting
himknowhecanexcel,butdoingsorequirestimeandeffort.

ClassroomTipsforStudentswithAspergersDisorderoffersmainlythesame

suggestions.Theonlydifferenceisthatitmentionsthestudentssociallife.

Beparticularlysensitivetopeerrejectionandbullying.Youmayneedtoinsure
thatthereisaddedadultsupervisioninsettingsliketheplayground,inthe
cafeteria,ontheschoolbus,andinthehalls(ifthestudentsgofromroomtoroom
ontheirown).Preplanwiththestudentwhatshewillsayordoinparticular
situationsifyouexpectthattheywillbedifficultforher,thenquicklyreviewwith
herafterwardhowherplanworked.
Thisexcerptrelateswelltotheincidentdescribedintheobservationsectionofthisreport,in
whichJexperiencedconflictwithtwoclassmatesandmymentorteacherhadtostepin.Ihave
nevertriedpreplanningwhattosayordoinasituationwithJ,buttherehavealsoneverbeen
anysuchincidentssince.

Conclusion
ItwouldbeextremelyhelpfulforJtohaveanIEP,andhisnotalreadyhavingoneis
perplexing.HismedicalalertstateshehasAsperger'sSyndrome,andsuffersspeechdifficulties
andanxietyproblemsthismedicalalertfallsinlinewithothersIhavereadofstudentswhodo
haveIEPs.Furthermore,JpossessinganIEPmaygrasptheattentionoffutureteachersofhis
fromtheverybeginningofhistimewiththem,andhewillbeabletostartoffstronginsteadof
strugglinguntilhisteachersrealizethatheneedsindividualizedinstruction.MuchofwhatIhave
learnedaboutJhascomeaboutthroughnumerousobservationsandavestedinterest
provokedbyhisbeingthesubjectofthiscasestudy.Iworrythatsomeonewhodoesnothave
thisunique,coincidentalvestedinterestinJandwhoisnotinaclassroomwithtwoteachers
wouldnothavethechancetoinvestasmuchtimeingettingtoknowandobservingJasIhave
and,therefore,notlearntheintricaciesofhelpinghimsucceed.

Citations
"6StepstoSuccessforAspergerSyndrome."
Researchautism.org
.OrganizationforAutism
Research,2010.Web.04Dec.2015.
<http://www.researchautism.org/educators/aspergersteps/index.asp>.
Packer,LeslieE.,PhD."ClassroomTipsforStudentswithAsperger'sDisorder."
Schoolbehavior.com
.N.p.,n.d.Web.04Dec.2015.
<http://www.schoolbehavior.com/disorders/aspergersnld/classroomtipsforstudentswithasperger
%E2%80%99sdisorder/>.

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