Asperger’s Syndrome

Asperger’s Syndrome (AS) is generally considered a milder variant of
Autism. Those with AS have difficulty with non-verbal behaviors including
maintaining eye contact, using and understanding gestures and facial
expressions, and reciprocal social or emotional interactions. They often
have a preoccupation with specific areas of interest that is excessive in
intensity or focus, and leaves little room for more age appropriate topics
of conversation. They are generally inflexible regarding routine and
expectations, and can become extremely upset by changes. Often repetitive
movements are displayed, especially when upset, including hand or finger
flapping, or rocking of the entire body. They typically become preoccupied
with parts of objects. Clumsiness, or motor-impairment is also a common
feature.

Children who have AS have generally had many traumatic experiences
before coming to The Harris School. Because of their inability to
understand social norms and behaviors, and because of their eccentric
interests and patterns of interaction, they are often the subject of
ridicule and bullying by other children. A child with AS is easily upset
by any changes that do not correspond to their expectations, and as such
may have “meltdowns” when faced with changes.

The Harris School addresses the needs of children with AS in a number
of ways. First, every child is respected as an individual. This culture
of tolerance allows students with AS to feel comfortable and accepted,
repairing the injuries often experienced at other schools. The low
teacher/student ratio allows the teachers to interact closely with their
students, encouraging eye contact and facilitating conversations to topics
other than the obsessions of the child. The teachers also help the students
to reflect on the motivations behind their own behaviors and those of
others, an area where children with AS struggle. The capacity to reflect
on others’ emotions and motivations is called “Mentalizing”, and is aided
by weekly group therapy for the older children. Routine is also stressed,
and all changes and transitions are prepared for via discussion and visual
or auditory reminders.