scholarly journals Asperger's syndrome. Characteristics and educational factors

2020 ◽  
Vol 6 (2) ◽  
pp. 19-25
Author(s):  
Pilar Zamora López
Keyword(s):  
Cognitive Functioning ◽  
Diagnostic Criteria ◽  
Learning Process ◽  
Teaching And Learning ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Cognitive Mechanisms ◽  
Raising Awareness ◽  
Mind Theory ◽  
Peculiar Nature

Asperger's syndrome is diagnosed according to several behavioral patterns grouped together as diagnostic criteria. Behind the peculiar nature of each individual are underlying fixed cognitive aspects. This reflection examines the different cognitive mechanisms that are part of the teaching and learning process, which may constitute the essential aspects of this disorder. It discusses how mind theory, empathy, cognitive functioning, and executive functions affect the teaching and learning process. It also discusses the role that the integration of these students within the classroom plays, as well as the role played by the teacher within it. Our goal will be to inform the different groups about this syndrome, in addition to raising awareness that it is not a disease but a condition of life, in order to enable these people to adapt and develop in today's world.

Asperger's Syndrome and Tourette Syndrome

1986 ◽  
Vol 148 (6) ◽  
pp. 731-736 ◽  
Author(s):  
Jacob Kerbeshian ◽  
Larry Burd
Keyword(s):  
Personality Disorders ◽  
Diagnostic Criteria ◽  
Tourette Syndrome ◽  
Pervasive Developmental Disorder ◽  
Asperger's Syndrome ◽  
English Language ◽  
Developmental Disorder ◽  
Asperger’S Syndrome ◽  
Infantile Autism ◽  
Language Literature

We review the English-language literature on Asperger's syndrome (AS), with particular reference to diagnostic criteria and differentiation from infantile autism and personality disorders, and describe six cases seen in practice; all met DSM-III criteria for ‘atypical pervasive developmental disorder’. Three also developed Tourette syndrome: the co-occurrence of the two disorders, and methods of intervention, are discussed.

scholarly journals Disorders of the autistic spectrum: asperger syndrome and its repercussion in academic performance

2018 ◽  
Vol 1 (2) ◽  
pp. 22-38
Author(s):  
Lisset Perez Torres
Keyword(s):  
Asperger Syndrome ◽  
Teaching And Learning ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Autism Spectrum ◽  
Learning Problems ◽  
Learning Needs ◽  
Social Rules ◽  
Diagnostic And Statistical Manual

This research based on social, health and especially educational reality, involves us professionally in view of the fact that the majority of professional people, especially teachers, are not familiar with autism spectrum disorder, specifically with Asperger's Syndrome. and they may come to think that a child with an autistic ability behaves in a different way, and they find it difficult to interact with other classmates, therefore this may be difficult to understand conventional social rules and may seem of little importance for society, people with Asperger Syndrome (SA), in English Asperger syndrome (AS), have an average IQ and are likely to have teaching and learning problems like those who do not, however, have their learning needs They may be different from those of other children. Asperger's syndrome is a type of autism. Autism affects the way in which a person interprets the language, communicates and socializes. Until 2013, this syndrome used to be considered a condition in itself, with its own diagnosis. From that moment on, the guide used by doctors, the Diagnostic and Statistical Manual of Mental Disorders, commonly known as DSM-5, changed the classification of Asperger's syndrome.  

Atgriezeniskās saites nozīme mācīšanas un mācīšanās procesā

2021 ◽  
pp. 15-23
Author(s):  
Pāvels Jurs ◽  
Elita Špehte
Keyword(s):  
Conceptual Framework ◽  
Learning Process ◽  
Teaching And Learning ◽  
Basic Education ◽  
Constructive Approach ◽  
Education Curriculum ◽  
Approach To Learning ◽  
Effective Feedback ◽  
Raising Awareness ◽  
Effective Teaching And Learning

Delivery of feedback is an integral part of the learning process, which ensures an effective teaching and learning process. Although the students are primarily orientated to get a mark, there are a number of strategies that can be used to maximize students' involvement in the learning process, including providing effective feedback. When providing feedback to students, their lack of skills is analysed with a view towards improving these skills, and a constructive approach to learning applied raising awareness among students. Summarizing the data of empirical research, it can be concluded that students receive feedback, but it does not provide a complete picture about students’ achievements. Among students, there is also a view that teachers do not provide the feedback that would motivate them, and some say that for them feedback is not necessary. This means that in the pedagogical process, during the implementation of the conceptual framework of the new basic education curriculum, it is necessary to promote the importance of feedback in order to help students to appreciate it and thus improve their performance, which would contribute to the growth of teaching and learning.

Teaching and Learning Approaches for Children with Asperger's Syndrome

2004 ◽  
Vol 36 (4) ◽  
pp. 48-55 ◽  
Author(s):  
Francine Falk-Ross ◽  
Mary Iverson ◽  
Carol Gilbert
Keyword(s):  
Teaching And Learning ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Learning Approaches

scholarly journals “What About Us?” Exploring What It Means to Be a Management Educator With Asperger’s Syndrome

2017 ◽  
Vol 42 (2) ◽  
pp. 199-210 ◽  
Author(s):  
Sarah Wright ◽  
Gundars Kaupins
Keyword(s):  
Teaching And Learning ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Future Research ◽  
Institutional Issues ◽  
The Subject ◽  
The Individual ◽  
The University ◽  
Available Information ◽  
Management Educator

Very little is known on the subject of educators with Asperger’s syndrome (AS), and the available information pales in comparison to the enormous literature studying students with AS. While there are many resources for engaging students with AS, and increasing awareness of how AS affects student learning, discussions about the implications for teaching and learning from the instructor’s perspective are much harder to find. In this article, Professor Gundy Kaupins shares his thoughts and experiences related to the issues educators with AS face and offers an alternative lens to see the advantages that having AS can bring to the management education classroom. Professor Kaupins also offers ideas for behavioral solutions and considerations for future research. We finish with a commentary on the individual and institutional issues pertaining to disclosure of “differences” and invisible disability in the university classroom.

Asperger's Syndrome: A Review of Clinical Features

1989 ◽  
Vol 34 (6) ◽  
pp. 554-560 ◽  
Author(s):  
Peter Szatmari ◽  
Rebecca Bremner ◽  
Joan Nagy
Keyword(s):  
Family History ◽  
Sex Ratio ◽  
Diagnostic Criteria ◽  
Clinical Features ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Control Group ◽  
Neurologic Disease ◽  
Social Impairments ◽  
Age And Sex

The term Asperger's Syndrome (AS) refers to a clinical picture characterized by social isolation in combination with odd and eccentric behaviour. While the syndrome has been recognized for some time, diagnostic criteria for the disorder have not yet been established or evaluated. The objective of this paper is to describe some of the clinical features of AS. Twenty-eight children and adolescents with AS were compared to a group of psychiatric outpatients (matched on age and sex) who were also socially impaired. The AS subjects showed a range of social impairments essentially different than those seen in the control group. The sex ratio, family history, and presence of neurologic disease in some AS cases, suggest that the etiology of the disorder is similar to that in autism. The methodological limitations of the study are discussed, and a revised set of diagnostic criteria are proposed for AS.

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