that the child will face. The chosen student will also have to be prepped beforehand as to what will be happening, what the rules are for being a peer mentor, and other related information. A child being used as a peer mentor will need training just like any job and should be done will in advance. This technique has the advantage in that other children often have a knack for explaining or dealing with another child that adults cannot duplicate. If it is possible, it is worth doing.

Throughout the inclusion process, keep the channels of communication open. Any adverse acting out, concerns, or benefits derived from inclusion should be noted so that patterns can be found or problems can be directly addressed. Acting out is a big warning sign that the student is experiencing something aversive that they cannot effectively communicate to the teacher, so be aware of the signs. Parents also must be kept in the loop, and an easy way is through the use of e-mail or a daily notebook that travels back and forth between home and classroom in which comments and questions are noted and answered.

If the student has a particular interest, have them "teach" a lesson about it to the class. This will require working closely with the special education teacher, but can have vast benefits for the student. It will give them an incentive to communicate and socialize about something that they are familiar with, and also to help the classroom students get to know the student better. This activity can also be tied in with educational and socialization goals that are outlined in the IEP. Knowing exactly how long they get to talk, or "teach," what will happen, and how it will end gives the child the boundaries of the activity and they are aware of what is coming.

Having the child with Asperger's to be a classroom helper by giving them a specific job that they enjoy or helping the teacher gives confidence, encourages socializing, and brings the student into controlled contact with the world around them in a way they can handle. It is also a wonderful opportunity to teach the child new skills that can be useful later in life when they are out in the real world. Lifelong goals are crucial to consider. What kind of job might the child have when they get out of school? What kinds of practical skills can they learn doing this? Elementary school, even pre-school are perfect places to start this process. The earlier consideration is given to the whole child, the better.

The key to inclusion of a child with Asperger's is to use planning, communication, and looking for opportunities to play on the child's strengths to draw them into the social world more. Use the resources below as a starting point beyond the suggestions given above, and make sure to utilize the resources available at your school such as: autism consultant, special education staff, parents, training, and many others. By continually asking questions and reassessing your efforts with the student, you will find that your chances of successfully including the child will be high.

http://www.childdevelopmentmed ia.com/inclusion-transition/90 230.html

www.childbehavior.org/images/I nclusion2009v1.ppt

http://smhp.psych.ucla.edu/qf/ autism.htm

http://www.cehs.wright.edu/~pr enick/kimberly.htm

http://www.mugsy.org/connor1.h tm

Learn more about this author, Erin Steeley.
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