Sometimes AS is described as ‘spectrum disorder’ because the condition is so variable. It is really the ‘hidden disability’. Looking at the child, people cannot tell that the child has the disability. Socialisation and Imagination are the two most affected areas in AS.

Children with AS have difficulties in the following three areas: social interaction, social communication, social imagination.

Social Interaction

Children  with AS lack the ability to pick up non-verbal cues, or to read a social situation.  They often appear aloof and self-focused, but in fact,  they are trying to understand their social environment all the time. They struggle to make social relationships. They want to be sociable but find it difficult to start any sort of relationship. This in turn makes them anxious. They understand that there are unwritten social rules, but they cannot retain these rules.  If they initiate conversation, it might be inappropriate. They might say the wrong thing and blunder into a negative situation, which will cause them stress.  Therefore they keep quiet and withdraw. 

Social Communication

When you talk to a child with AS, they often cannot process conversation. What you are saying often sounds to them like a foreign language. They will find it difficult to understand gestures, facial expressions and the tone of voice. They will have problems understanding when a conversation is over and also how to start a  conversation. They might understand complex vocabulary, but not understand the meaning in context. Their interaction with others is totally literal – they will not understand jokes. They find it difficult to make friends and are unable to start real conversations with associates. They relate to others in a confusing way – and withdraw because of their confusion. Their behaviour may seem inappropriate, because they find people unpredictable and confusing.

Social imagination

Children with AS have difficulty understanding what other people are contemplating. They do not understand body language. They find it difficult to imagine a situation and imagine the outcome. They find that pretending is an impossible exercise.  

Routine is the Key Word

To enable them to cope the AS person makes their world less confusing by introducing their own rules and rituals. They might for example have the same way/route that they walk to school. In the class they might get upset if routine is disturbed in any way. If they go out, they need to be prepared with a timetable of things that are going to happen; in that way they cope emotionally.

Special Qualities

Many AS children have an amazing imagination. They might show this through their solitary play and art. At times AS children will become completely lost in their own world and it is important that they are re-directed into other interests and hobbies. They can become obsessive about a particular hobby, topic or object and retain all the information about a  particular subject. They might offer information to other children about these topics and, as a result, other children may regard them as weird and strange. Sometimes they keep this hobby for a lifetime; at other times their hobby will be replaced by another intense, unconnected interest. It is possible to develop their interests, and people with AS often get the opportunity to work in their favourite field of interest.

Sensory

In AS children the five senses, sight, sound, smell, touch and taste may have a hyper-sensitive quality. The degree of the sense varies from person to person. The child might live in fear of unexpected sensory stimuli.  It is very important for those living and working with AS children that these sensory stimuli are identified, to avoid anxiety in the child.

Problems at school

The literal view around the AS child makes them liable to see things in ‘black and white’. They feel unable to see the difference between real and unreal. For example, whilst watching cartoons, the AS child would have to be told that the images were not real and that the plot was not real. They need to have the reality of life in small situations pointed out to them. Children with AS are unable to tell a lie – their honesty manifests itself in bluntness.

Educating the AS pupil

The IQ of the AS pupil is variable. There are some subjects that AS children will excel in, whilst in others they may lag behind. They may understand complex information but at the same time forget to bring their homework. If the AS child learns something quickly, it does not mean that he will learn all things quickly.

As with all children - positive and patient styles of teaching work best. Speaking calmly suits their style of learning. Occasionally, the AS child might have an outburst; in these conditions the child might benefit from going to a quiet room and be given time to emotionally settle, before rejoining the class. AS children sometimes shout out loud and teachers need to understand that that is how they cope with fear and stress. When a teacher notices anger, or hears the outburst, remember that the child is actually having a reaction to fear or frustration.
If a child has to be chosen for a team, try to assign the AS child to a team, because the child may not be chosen and this will cause acute stress. Talk to the other children about differences among people and teach tolerance.
Some children will repeat the same things over and over again, or keep repeating a particular question; this is another indicator of stress. Distract the child and do not become negative by saying, “I’ve told you that a hundred times already.” Get the child to write down the question and then provide a response in written form. This might break the cycle of stress. They can refer to the response as many times as they feel necessary.
Changes in routine do not help. Formulate a schedule and stick to it. Give prior notice if there is going to be a change from routine in the timetable. Give a couple of warnings before changing routine.

Any unstructured time will be difficult for the child. Lunch Break and recess are stressful times for them as the behaviour expected is unstructured. Allow some guidance initially and lead them into an activity. Be around at this time to see that the child is not unhappy.

Team up the AS pupil with another child as a ‘buddy’ or ‘chum’, which might enable the child to feel more comfortable.

AS children need to be organised by the teachers. Assignments and books need to be put into their bag. They find copying from the board difficult, they often have dysgraphia. It is estimated that 50-90% of AS children have problems with motor coordination.  This may include balance, handwriting, rapid movements, clumsiness and ball skills.

The AS child can be annoying, to the teacher and other members of the class. AS children are challenging and for teachers this can be very difficult. Children might be easily distracted and be thought to have ADHD in some cases. The key to having a successful learning environment for the AS child is for the teacher to have good communication with the child, to build up a rapport and understand that the child is ‘unique’ and ‘interesting’. In knowing and understanding AS, a teacher becomes part of a new and fulfilling teaching experience.