by Dean Traylor

Created on: July 21, 2011   Last Updated: July 29, 2011

It’s an inescapable fact: Autism Spectrum Disorder is becoming more prevalent. Ongoing research is discovering that this group of developmental disorders affects more school-aged children than once thought.  

Possibly the most common is Asperger’s Syndrome. This particular condition flies in the face of preconceived notions educators have of autism. The popular image is that of a child who barely communicates, has repetitive habits, lacks social skills, and is barely able to take care of himself. Those with Asperger’s may share some of these characteristics; however, they are far from being incapacitated or unable to move forward in their educational endeavors.

Asperger’s Syndrome is not typical. The child with this condition will have good verbal skills, do well in particular academic subjects, and will most likely be placed in a general education setting. In some cases, he’ll be enrolled in college-bound courses or an honor’s class. Some will even go on to college, excel, and earn post-graduate or doctorate degrees.

Still, a student with this condition will have limitations. He will be noted for lacking social skills, having unusual habits, wearing the same clothing (or same style of clothing) and possibly having issues with hygiene.

On the spectrum, Asperger’s falls on the higher end of the scale. Often, special educators have called it “high-functioning autism” because of its relatively mild effects on the student with the condition. Also, a student with it is usually - partially or fully - mainstreamed into the general education population. In many cases, all he will need is a few accommodations.

Still, there are areas where he will struggle. A student with Asperger’s will struggle with reading comprehension. Phonemic awareness or phonics is rarely a problem for him. However, complex critical thinking skills such as deciphering connotative or figurative meanings can be difficult.  

Communication and social skills such as empathizing with others, reading body language, or even looking or facing someone when talking to another person can be difficult for a student with this condition.  In many respects, he will have problems connecting socially with others because he doesn’t have the skills nor the ability to grasp skills needed to effectively communicate with others.

Often, a complaint other students have of the student with this condition is that he’ll stand next

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