Asperger Syndrome (AS)
Supporting Students in Mainstream Secondary Schools
What is Asperger syndrome?
As Alex (aged 13) has said, “It’s not a disease but a kind of Autism”. It is estimated that 1 in 250 students
have Asperger syndrome, and the majority of those affected are boys.
What is it like having Asperger syndrome?
‘An alien culture
Imagine being suddenly placed in a culture alien to your own, where the people seem different from you,
where you are always in danger of breaking social rules you don’t understand, and you struggle to keep up
with the flow of interaction that comes naturally to those around you. This is what it can feel like for pupils
with Asperger syndrome in school: bewildering.’ (National Autistic Society Website).
A young person with Asperger syndrome may have:
 differences in communication
They may speak fluently but have more difficulty listening to and understanding what people say.
Students with Asperger syndrome may sound over-precise or over-literal, phrases like ‘she bit my
head off’’ may frighten them.
 differences in social relationships
Students with Asperger syndrome want to be sociable but often find it difficult to form and maintain
social relationships. They find it hard to understand non-verbal information such as facial
expressions and body language. Students have difficulty imagining being in “someone else’s shoes”
and as a result often misinterpret social situations.
 a lack of imagination and flexible thinking
For students with Asperger syndrome, rote learning is easier than thinking in an abstract way.
Subjects where information has to be interpreted and applied can be particularly difficult for these
students.
Students with Asperger syndrome may have:
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average or above average ability and good verbal skills
a good memory for facts
poor co-ordination skills e.g. handwriting difficulties, or they may seem clumsy
sensory difficulties e.g. intolerance of loud noises, hypersensitivity to visual or tactile stimuli
special interests or hobbies which can be useful as a reward or in developing friendships, but often
become all-encompassing
 a need for routine and predictability; they can be very good at following rules but sudden changes
can be difficult
 an awareness of being different which, along with other difficulties, can cause them unhappiness,
anxiety and stress
 a surprising degree of honesty
Written and produced by staff from LBTH Educational Psychology Service & Phoenix Outreach Team
entitlement, excellence, diversity, partnership & building capacity
Strategies that can support students with Asperger syndrome
All staff need to be consistent in their approach. Adaptation is the key for successful inclusion of students
with Asperger syndrome in secondary schools. Each student with Asperger syndrome is individual and the
adaptation of the school environment will vary according to their particular needs. The school environment,
especially during puberty, can be very stressful for students with Asperger syndrome and they display their
anxiety through their behaviour. Anxiety can be reduced in the following areas:
Communication
 Information from primary school and parents can help initial discussions with school staff
 Appointment of a Key Worker who liaises regularly with student and/ or family
 Any changes in the student’s behaviour indicate that something is the matter and should be
discussed with the Key Worker promptly
 Students should be given advance warning of any changes to their usual routine. Written
instructions are very helpful e.g. what to do if there’s a fire drill
 Regular discussions between school staff about student progress, successful classroom
strategies/ practices and shared targets
School Environment
 Developing familiarity with the school before starting
 Practising movement around the school e.g. from one part of the building to another
 Ways of avoiding potentially stressful situations e.g. leaving class a few minutes early to avoid
crowded corridors, having a ‘quiet’ place to go at lunchtimes and break; special arrangements
for changing and toilets
 Familiarity with the timetable and use of a planner
 Provision of secure space to keep bag/ coat
Learning Environment
 Keep language clear
 Tasks need to be structured. Open-ended tasks are more difficult for these students
 Plan opportunities to apply skills and knowledge to new situations
 Written information about classroom rules, lesson aims and objectives, homework assignments
 Seating – sit student facing the board, with sufficient personal space and minimal distractions.
Some students prefer sitting on their own
 Group work can be very difficult. They may need additional support to participate or be given an
option to work on their own
 Being sensitive to individual needs e.g. not asking direct questions if the student feels this is
intrusive; not insisting on eye-contact
 For difficult situations identify the problem area and adapt the environment e.g. where a child is
reluctant to write by hand use alternative methods of recording
Peer Relationships
 Peers can be very effective in supporting students with Asperger syndrome in all areas of
schooling. A Circle of Friends could help in transition between lessons or advocate for the
student. A Buddy system* could help recording homework
 Peers should have an understanding/ access to information about Asperger syndrome in
general and how it applies to the student in their form (with parental permission)
 Students with Asperger syndrome often benefit from using Social Stories* to manage difficult
situations
Working with students with Asperger syndrome can be very rewarding and they can make a
positive contribution both in the classroom and the whole school community.
*For further information ask the SENCO, or external agencies such as Phoenix Outreach Team, Educational Psychology Service, Speech &
Language Therapy Service, Language & Communication Team