By Dot Lucci
Homework is an issue that needs careful consideration for the student with AS. Hopefully this article will help both parents and teachers focus your thinking about homework and make good decisions for your student. Decisions about homework should be addressed by the whole educational team, including parents and, if possible, the student (especially the older student). If the team determines that the student with AS can handle homework, then thoughtful planning, collaboration between home and school, and appropriate modifications will ultimately lead to a successful experience with homework—and greatly reduce the tears and homework battles many families experience.
Ask any parent, teacher, or student—there are many benefits and challenges to homework! Homework is a standard part of all children’s school experience and usually the amount of homework assigned increases dramatically as the student matures through the grades. It is an unwritten rule: teachers, students, and parents just assume that all students will do homework as part of their school experience. Homework expectations are often stated in the student handbook. Homework performance affects grading, along with attendance, class participation, tests/quizzes, effort, etc. Teachers have various reasons for assigning homework: fostering independence and organization, enhancing study skills, reviewing material from the day, demonstrating understanding of class material, etc.
Homework is not many students’ first choice for an after-school or evening activity. Many other things take precedence—and that sets up the homework battles for students, parents, and ultimately for teachers as well. For students, homework becomes a dreaded burden and a chore. For their parents, daily “homework battles” become exhausting! Teachers get caught up in this battle, and have to impose negative consequences (such as lower grades or detention) when a student does not complete all assigned work. And assigning/modifying, monitoring, correcting and providing feedback on a students’ homework adds to a teacher’s already full plate. For all concerned, homework is just that—work!
Especially for students with AS, it’s time to think outside the box. We need to re-evaluate the idea that homework is essential for all students. Let’s examine what are our goals are when we assign homework. Are we stuck doing something just because it has always been done?
Homework requirements, and the whole process of managing homework, need to be evaluated on an individual basis for students with AS. Many students with AS exert tremendous energy during the school day to “hold it together” and to do their daily schoolwork; homework is the last thing these students should be required to do. There are also students with AS who can handle the additional demands of homework: the key is to know the student you are dealing with and make appropriate accommodations if necessary.
Questions the team needs to answer are listed below. We’ll address these questions in detail in the rest of the article.
Homework goals for students with AS may be the same as for a typical student—or they may have a different focus. For instance, you might set goals in the social, communicative, or organizational areas. Helping students develop “executive functioning” skills (organizing, planning, goal-directed behavior, etc.) may be the best homework any student with AS could have. Homework can be used to preview upcoming work, chapters, reading, or vocabulary. You can assign the student self-exploration related to a topic, let the student pick/design his/her own homework assignments, etc. Other goals might be: estimating time needed for completion of assignments and then completing assignments in a timely fashion, prioritizing assignments and organizing work, developing routines or strategies, practicing asking for help from adults or classmates (or consulting a homework web page) when confused or frustrated, etc.
In answering this question, the team needs to take into account the student’s daily performance at school. Is the student able to make it through a school day relatively intact and with reserve energy—or does the student’s energy peter out as the day progresses? Can you see a decline in the student’s performance, sensory integration, and quality of communication from the morning classes to classes at the end of the day? If the student is managing the school day without undue stress, the first criterion has been passed favorably in regards to assigning homework.
The second criterion is how the student fares when s/he arrives at home. If the student “crashes and burns” at home (even though it wasn’t visible during the school day), that means that s/he used up a lot of his/her available energy during the day and has very little reserve for homework. Including parents and the student in this discussion/decision (especially as the student gets older) is essential to gathering this information.
A third consideration is how orderly or chaotic the home environment is, and is an adult free to support the student in completing his/her homework assignments?
All of these questions/criteria need to be answered before proceeding on to whether homework needs to be adapted or how to adapt it. Thus, both the human and non-human environment need to be assessed when determining whether to assign homework to the student with AS. The human environment includes the student and family members. Basically, stress levels, anxiety, and levels of exhaustion need to be taken into account when deciding whether or not homework should be assigned. Another human factor that needs to be taken into account is parents’ availability to support and assist the student. If parent support is not available, and the particular student will need adult guidance, then homework should not be done at home. The team can discuss whether the student can handle and benefit from doing some additional assignments in a study hall, resource center, or afterschool homework center.
If any red flags are present—signs of stress at school or at home, lack of available adult support—then the homework load should be reduced or eliminated, so that the student can focus on “re-grouping” for the next day at school.
If the student with AS resists doing homework there may be underlying reasons that have nothing or everything to do with the assignment—or with the concrete thinking characteristic of AS. For example, students with AS may be confused about why they should do “school work” at home. They are not typically motivated to do homework to please a teacher or parent or because they are “supposed to” do it to meet class requirements. They may choose not to do an assignment because they are not interested in the assignment or don’t see the relevance. Trying to find the underlying cause of resistance may be tricky but is worth the effort. As students with AS gets older, just ask them; they may provide you with the answer. For instance, a high school student I was consulting on stopped doing his class work and homework and when asked why he stated, “I’ve been told it’s ‘my job’ (as a student) to do this stuff—and nobody is paying me!”
If the team decides that it is all right to assign homework, there are some guidelines that should be adhered to, to make the life of the student, parents and teacher(s) bearable. Students with AS often times have trouble organizing their work: getting started, staying focused, multi-tasking, etc. Carefully consider the student’s specific issues when assigning homework, and modify assignments accordingly. Especially as the student gets older, homework assignments from multiple teachers need to be coordinated or the student may become overwhelmed. In general, homework assignments may need to be modified in terms of learning style, language, type, amount, format, due dates, time expectations, performance criteria, etc. The more clarity a teacher can bring to an assignment, by providing specific, detailed directions and expectations, stated in clear language, the better it will be for the student and parent.
At school, students with AS like routine; life at home is no different. The student and parents and should create a schedule for life after school hours that includes downtime, some movement/sensory activity, food/drink, and homework—along with any afterschool therapies, sports, or social groups in which the student participates. If the parents and student are having difficulty creating this schedule, then an educator should help facilitate the process.
Because students with AS are often not the best communicators, a home-school communication system should be in place to coordinate efforts at school and at home. The team should decide which educator will maintain contact with the parent, and what communication media and frequency will work. a daily communication book that travels between home and school in the student’s backpack, weekly phone calls or e-mails, or some combination of these means. Some dedicated aides or teachers even give out home phone numbers for emergency consultations! You can also utilize a homework buddy, a homework webpage, or assignments can be faxed or emailed home to assist with clarifying homework and understanding the assignments. Include models of what the homework should look like, or the student’s “best work.”
Through this system, parents can immediately communicate vital information and concerns to teachers; teachers can communicate clear expectations and information directly to parents. As they get older, some students may also be able to add their own comments and concerns. If there is a communication book or agenda book then the parents have a reference point to check the accuracy of their son’s/daughter’s version of homework requirements. Having parents and teachers initial the agenda book assures that everyone is on the same page.
While the student is doing homework, an adult should be available to assist if needed. An adult may need to sit near the younger student to facilitate homework completion. Identify a specific place to do homework: a room or area, set up with a comfortable table or desk, chair (or the student’s preferred furnishings) and homework supplies. The supplies could be kept in a box for younger students. Allow the student breaks as needed, based on their sensory and attentional needs. Specify the amount of time to be spent on homework; use a timer so the student can monitor his or her progress. Parents should get information from school staff about average times of completion for specific assignments. Parents should then communicate to teachers the length of time a student spends on each subject/type of task. Know the student’s learning style and allow it to be used. For instance, if the student likes to lie on the floor while working, then let him lie on the floor; don’t force him to sit at a table/desk. If s/he likes to vocalize/self-monitor while working, listen to music or have absolute quiet, let her/him. Especially as the student gets older, help her/him identify study skills that work best for her/him.
During the school day, many older students benefit from a daily learning center period, or better still, one in the morning and another at the end of the school day. During these periods, learning center staff can help students organize, review/preview, begin or complete homework.
Many students with AS who are assigned homework, and can manage it, still have difficulty getting the finished work to school. They leave it at home, misfile it in their binders, or lose it in their backpacks or lockers. For the student with AS, successfully returning completed assignments can be an excellent homework goal! To meet the goal, students with AS will need additional support from parents, teachers, and teaching assistants. Successful organizational strategies may include establishing routines, motor patterns, and checklists. Providing cue cards on the binders with question cues to remind them to turn their homework in, put it in the right folder, etc., may also prove useful. Helpful strategies may include: having teachers and parents sign the agenda book, establishing classroom routines regarding homework, creating a specific place in which to put completed homework, establishing verbal prompts and structured routines with the whole class, providing a backpack with multiple compartments and identifying what each one is for, utilizing trapper/keepers or multiple binders etc.
There are many ways to help a student with AS get organized around homework—but know that it is almost always a necessary ingredient to ensuring a successful school experience. Pick a system and a set of tools, monitor the system consistently, and fine tune it if necessary. Then enjoy seeing your student grow!
Recently we sent out and e-mail to adults on our mailing list, to get their thoughts on employment. We are very grateful to all the people who responded, and we hope you will find their hints and tips helpful.
By K.L.
This short essay, originally an email communication, eloquently expresses the feelings of many undiagnosed or late diagnosed adults when they first contact AANE.
I am 30 and I am different. I've always been a bit odd, but it's never something I've been able to quantify. I was in a behavior disorder program at school when I was little for reasons too vague to remember, but I was in normal classes after 1st grade. I wasn't quite normal, though. What may not have been apparent to me was apparent to other kids, which made life difficult through high school. I looked fairly normal, but it was something more subtle. I've looked at the symptoms of autism and Asperger's and I really wonder now. I have some of those emotional characteristics.
The best way I can describe it is as not being completely human. I feel a bit like the android Data in Star Trek with a faulty emotion chip. The basics like anger, fear, or hatred seem to work fine, but the higher emotions that most social interaction requires are dull. I don't really empathize with people, and accepting affection is difficult. I've pursued women, usually in an awkward manner, but never had a date. I'm not even sure how I would function in that kind of relationship. That's uncharted water. Subtle things like facial expression don't register. The phrase "see it in their eyes" doesn't mean much to me because I just don't notice what's going on there. I look into my own eyes in the mirror and they seem empty to me.
I never had much interest in pets, and children may as well be aliens. At least aliens would offer fascinating knowledge about the universe. I can't really explain the antipathy toward most animals, though cats are an exception because they might be most similar to me. As for children, they're almost all emotion and I just don't make the connection. My sense of humor and ability to use language creatively doesn't seem to fit the profile, though. Humor is my only social skill that works well, but it's often interpreted as shallowness because it's my only trick and I use it so much, or seen as offensive at times. I do push boundaries with it, and often am not aware I crossed them unless someone shows an obvious reaction or points it out to me later. In many ways, I feel like a scientist evaluating and observing the world, rather than experiencing it. I've always thought I was just maladjusted, or that my childhood experiences made me peculiar. I hadn't considered that it might have been the other way around. How do I know for sure, and then what do I do?
Review by Rick Chefitz
Having both Asperger’s and NLD myself, I knew that this was a book I had to read—and I was not disappointed! In this groundbreaking book, Yvona Fast discusses all the issues that are necessities to succeed in the workplace: social skills, processing speed, organization, seeing the big picture, dealing with change, visual-spatial abilities, and ability to follow directions and instructions. Unfortunately, those are often the very areas that those with AS and NLD are weak at. As a result, it is possible for those with AS/NLD to earn a college, masters, or even a doctoral degree—and yet be unable to hold down an entry-level job.
The great thing about this book is its multiple perspectives. Yvona Fast has been unofficially diagnosed with NLD. However, she also interviews several other people with AS/NLD for the book, as well vocational specialists and employers. Many stories of successes and failures in the workplace (some written by the individuals themselves) appear in a section called “Career Voices.” The stories illuminate the specific ways that how AS and/or NLD have affected the narrators careers, in a way that other books on these disorders have been unable to do. One of the “Career Voice” is that of AANE Board President Stephen Shore, heard here in an excerpt from his book Beyond the Wall: Personal Experiences with Autism and Asperger Syndrome.
There are a few chapters on career planning. I wish I had read those chapters 10 years ago! Then maybe I would not have just dived into the first job I could get! The chapter on “Transitioning from School to Work” is especially valuable for college students; it gives them a chance to prevent job-related problems head-on by planning for their future before they even graduate from college. The biggest message I got from the chapter is that in school, the student is the customer, but in the workplace, the employer is the customer. This is why so many of us with AS and NLD (along with many neurotypicals) have trouble making that transition.
There are several chapters on maintaining a career. For example, “Your First Hundred Days” includes tips on fitting in and getting off to a good start. Other chapters address major hurdles like the social and communication problems those with AS and NLD face, workplace bullying (bullying does not end in childhood), and an important discussion on disclosure, a minefield for those with AS and NLD.
Finally, there is a chapter on vocational rehab programs. On the surface, these programs would be a good fit for the AS and NLD individual. After all, this population is intelligent, is physically able (in most cases), and is motivated to succeed. In fact however, these programs for the most part have failed AS/NLD individuals—and Fast explains why. She also includes tips in how to deal with the agencies that administer these programs—including how to educate them on AS/NLD without sounding like a know-it-all.
If there is a weakness in the book, it is that Fast does not discuss the job hunting process in enough depth or detail. I do think Fast’s suggestion to develop a portfolio is noteworthy, and there are a good number of interviewing tips. However, there is very little discussion on resume writing and on actually finding job leads. Then again, those with AS/NLD have to job hunt in way that is different from the ways that neurotypicals do. Perhaps the information I was looking for in this book is probably not yet available.
As for me, the book gave me a lot of information on why I have had problems in the workplace. I now realize that special education is not just for school—it is needed at work as well! The “AS Voices” and “NLD Voices” showed me that I am indeed not alone in my struggles. The chapter on vocational rehab was especially helpful as I now realize why those programs were of only limited help to me. Hopefully, I will become a successful “AS and NLD Voice” for others to follow!
Employment for Individuals with Asperger Syndrome or Non-Verbal Learning Disability is the best book I have read on AS/NLD and career issues. I also highly recommend it for the parents and other family members of people with AS/NLD, educators, vocational rehabilitation personnel, mental health professionals, employers, and even the general public. It is essential that more people learn about AS and NLD, and on how both disorders affect employment. Hopefully in the future, the prognosis for those with Asperger’s Syndrome and Nonverbal Learning Disorder in the workplace will be more positive. This book is the first step on that journey.
Rick Chefitz is a 32 year-old man who was diagnosed with AS and NLD in 2000. He writes:“I have had difficulties finding my niche with employment as I have gone from job to job since graduating from college in 1995. After being mostly unemployed since losing my last permanent position in August of 2002 as an accounts payable specialist for a major financial firm, I started working as a file clerk for a local hospital. Though it is only a temporary position and is below my skill level, I am hoping to use the experience as a foundation for future career success.”
Review by Kim Ruys de Perez
Author Kathy Hoopmann has a son with AS. Her previous books include The Blue Bottle Mystery: An Asperger’s Adventure, Lisa and the Lacemaker: An Asperger’s Adventure, and Of Mice and Aliens: An Asperger’s Adventure.
Haze, Hoopmann’s first young adult novel, centers on the life of Sebastian, “Seb,” a bright adolescent boy with Asperger’s Syndrome. Seb’s talent with computers and difficulties interacting with his peers are integral elements of a mystery story concerning hackers and computer crime. Hoopmann does an admirable job of presenting the difficulties for adolescents with Asperger’s dealing with the high school environment. However many of her relationships are frankly not believable. Seb is presented as the best friend of Guzzle, a handsome jock who goes out with Kaziah, one of the prettiest girls in the school. Kaziah also happens to be affiliated with two bullies who daily attack Seb on his way to school. Seb also develops a connection with a group of three girls, Kristie, Jen, and Madeline who demonstrate both sympathy and frustration with relating to him. It is through these characters that Hoopmann conveys one of her most meaningful points in the book, that everybody has issues—and some can be as difficult as or worse than dealing with Asperger’s. Drinking, drugs, bullying, and domestic abuse are just some areas that Hoopmann touches on in this short novel.
At the start of the novel, Seb and his family are not aware that he has Asperger’s. The term Asperger’s is introduced in the book in a rather contrived manner by a substitute computer teacher, Miss Adonia. Seb follows up on Miss Adonia’s comment with a computer search. When he lists the traits of Asperger’s to his friend Guzzle, they agree that it sounds like Seb. Where the novel best portrays the challenges to an adolescent with Asperger’s is not in the lists of characteristics, or the computer mystery, but rather in its ability to contrast all of the other characters’ issues.
I do not believe this is the best novel for an adolescent with Asperger’s, or one who desires to learn more about Asperger’s. It is stilted in its presentation of Asperger’s and develops unrealistic adolescent connections. Certain passages grated on my sensibilities. In one section, Seb’s mother talks about him with the substitute computer teacher. She says how much she wanted a baby, and loved holding Seb when he was born, counting his fingers and toes. However, she follows up with statements like “they don’t count brain cells,” “he screamed and tantrumed,” and “it was as if a little alien had invaded my world.” I do not believe such negative statements would be helpful for an Asperger’s adolescent in understanding, relating, or coming to terms with the syndrome.
While there are some interesting aspects of Hoopmann’s book, namely presenting Asperger’s as just one of many difficulties a person can face, its contrived relationships, stilted dialogue and sometimes troubling presentation of Asperger’s issues make this book one I would not recommend to an adolescent with Asperger’s.
Review by Carol T. Wagner
Adolescence is never easy, and it can be even more challenging for teenagers with Asperger Syndrome (AS). Surprisingly, there is not much written about this difficult, awkward stage in the lives of people with AS and their families. Asperger Syndrome in Adolescence seeks to bridge that gap, and provide real-world information to parents, teachers, psychologists, caregivers, and teenagers themselves. Using a collection of chapters written by psychologists, parents, professionals, and adults with AS, this books covers topics including therapy approaches, sexuality, friendships, safety, occupational therapy, educational interventions, parenting strategies, and disclosure.
The authors provide real-life strategies and suggestions. They focus on what has worked for their children, families, or patients, and how their strategies might be modified for others. They face the tough issues, such as sexuality, head-on. They also focus on how to allow teenagers with AS to maintain their individuality and not just “go along to get along.”
Many of the chapters apply not only to teenagers, but also to school-age children with AS. Parents and professionals will find valuable resources and ideas, and a glimpse into the future. The chapter “Safety Issues for Adolescents with Asperger Syndrome” by Dennis Debbaudt is a must-read for all parents.
In short, read this book, and use/adapt the many strategies, suggestions and resources. Asperger Syndrome in Adolescence has already made a difference in my family, and I hope it will make a difference for your family, too.
by Lynne Mitchell, MSW
In the general culture of the United States the hidden meaning of the word secret is shame, something bad that shouldn’t be discussed. When someone wants to keep “good” information private, it is more likely to be called a surprise. Asperger Syndrome is not, and never should be something shameful or embarrassing in and of itself. If someone behaves in an embarrassing way it is totally different than labeling their whole way of experiencing the world as bad. As the parents of children with Asperger Syndrome, we must ensure that the message the children get is that they are not shameful or embarrassing for just being who they are. Then, as adults with Asperger Syndrome, they will be more likely to be able to embrace their traits of AS as simply a part of who they are and not as something to be kept “secret”.
There is a difference between not keeping something a secret and hiring the Goodyear blimp to make a huge, ongoing announcement to all who will listen. I am advocating that as the parents of children with AS we see ourselves as having a number of obligations:
In many ways these obligations are no different than the obligations all parents have to their children who do not have AS. The main difference for many parents of children with AS is that they do not happen to have AS themselves, and so the experiences of their child with AS are more foreign to them. As parents, we love our children. It is our job to work harder to “get it” about AS, and then share the understanding with him/her and with others. While s/he is a child parents choose who needs to have a greater understanding of what makes him/her tick. As s/he grows we hope that s/he is able to comfortably make those decisions because of what s/he has learned by watching his/her parents share their understanding and pride in him/her with others.
Disclosure is not one thing at all times and in all situations. In fact it is more likely that disclosure, as it relates to AS, will be different in each individual instance. The point of disclosure is almost always to give someone a more accurate and complete understanding of who the individual with AS is, what his/her strengths are and what s/he may need as modifications to compensate for areas of weakness. This is also the rationale for the most important disclosure of all, the times the parents sit down and talk to the child himself. There will not be a time for “The Talk.” Rather, there will be a million instances as the child develops when the parents will have the opportunity to discuss what AS is and how it relates to the child. (There will probably be a first time, however.)
For many parents this is a very daunting task. They are frequently afraid of what the child’s reaction will be. They worry about having “all of the answers”. They worry about being too emotional or too unemotional or too exact or too general… I have good news! This is not a one-time conversation. Each parent will have plenty of times to “get it right.” Disclosure is a process of growth and greater understanding of who we are as individuals. No one learns that kind of information in one conversation or from reading one book. It takes place over a lifetime for all of us, including those of us with AS.
There is no single answer to the question, “At what age do I tell my child he has Aspergers?” The most important criterion is that the parents are comfortable with saying the words Asperger Syndrome. The parents should feel comfortable with their level of knowledge about AS. In addition, they need to be clear in their ideas of how AS is a positive aspect of who their child is, as well as an understanding of how AS is challenging for their particular child. For most of our children talking about specifics is more understandable, thus “You know how you memorize all of the words to Disney movies without trying? Well, Asperger Syndrome helps with that talent” works better than “children with AS have strong rote memorization skills.” Similarly, “You know how it is really hard for you to learn to ride a bike? Well Asperger Syndrome makes it harder for you to learn that skill than other kids, so I give you a lot of credit for not giving up (or I can see why you are so frustrated that you want to give up).” (As opposed to “Asperger Syndrome is usually associated with delays in fine and gross motor skill development.”)
Another common question parents ask is “Do I have to use the words, Asperger Syndrome?” The answer is, you don’t have to do anything. However, I have found that most children feel a sense of relief knowing that there is a real term for their profile of strengths and weaknesses. That they belong to a group. That they are not alone. That there is a body of knowledge about how to compensate for areas of difficulty. That this is not laziness, or stubbornness, or a character flaw of some type. We all, as humans, have a sense of relief in knowing that we are not alone. By not using the term Asperger Syndrome you deny your child that sense of belonging to a bigger picture.
Finally, a common question is, “My child is an adolescent and we recently got the diagnosis. How can I tell a teen?” Well, there are no two ways about it, it is trickier to tell a teen anything, particularly something that has to do with their sense of identity. Although teens are more likely to initially deny or become actually upset with the label, over time all of the rationale for using the label with younger children applies to teens and adults as well. Although teens often have a gut reaction that having AS means that something is “wrong”, there is also a sense of relief that the child is not imagining things. For years the teen had no way of understanding why the lights in class hurt his eyes so much, and yet no one else even noticed. If he did speak up he was seen as a complainer or a liar or a troublemaker. Thus the others around him did not validate his reality and he began to isolate himself from others, or became angry with others in anticipation of not being understood.
One way to tackle the issue of disclosure to the child with AS is to use children’s or young adult novels that have a central character with AS. (See list below.) The plot may involve three magical wishes or an alien landing in suburbia, but the experiences of the central character are colored by his/her AS and thus give the reader a gentle, matter of fact way to begin to explain what AS is and how it effects someone day to day. As the child listens to you read the book, you can gently, matter of factly, point out similarities and differences between your child and the child with AS in the story. Your child may not agree, and may or may not extend the conversation. However, the conversation has begun. Something called AS exists. Other kids have the diagnosis. It is just a part of life. It is NOT a secret.
These novels, or one of the growing number of biographies of people with AS, are also a great way to introduce the concept of AS to siblings or classmates. The discussion of “the character has AS and so does our classmate” does not need to be heavy handed. Kids will see the similarities. A discussion mayor may not begin spontaneously. The point that you’re trying to make is that AS is a fact of life, a way of being, and a way of understanding some individuals better.
Another way to pursue disclosure for children with AS is to appeal to their tendency to enjoy non-fiction and fact based learning. Books that explain concepts such as social communication, theory of mind, and great rote memory may be helpful. Once the concepts are described in a general way, parents can help their child apply these ideas more specifically to themselves. No two people are the same. This includes any two people who have AS. Characteristics will also change as the child matures and develops. When you first talk to your child the conversation may focus on awkward motor skills and an amazing amount of knowledge about Pokemón. A few years later the conversation may focus on an incredible understanding of mathematical concepts and a difficulties in organizing homework, a bedroom and a desk at school. Later still, the conversation may focus on the feat of being on the honor roll in high school combined with incredible anxiety about poorly handled job interviews.
What is AS and how does it affect me? That is the question. The answers are amazingly positive and hopeful as well as unsettling and regrettable. The important message here is that it is essential that your child be told about all aspects of who s/he is so that s/he can ask her/himself this question. It is the only way for hi/her to truly understand who s/he is, accept her/himself and advocate for her/himself in the world.
Be brave. Be creative. Know your child. Be comfortable with your own knowledge of AS. Draw on your excitement about your child’s strengths, and the hope offered by a better understanding of your child’s differences.
Lynne Mitchell, MSW has been a clinical social worker for the last 16 years. She worked for 8 years for a therapeutic day school where she helped design IEPs and classroom programming to met the needs of various student populations, including students with AS. More recently Lynne has been providing classes for parents and educators regarding how to best understand and meet the needs of children with AS. She is the parent of four, including a middle schooler with AS. This is the fourth year Lynne Mitchell has taught her very popular parenting classes at AANE.
The following suggested reading list is meant to be a guide to some of the books that can be used to introduce the concept of AS and begin the discussion of your child’s diagnosis.