Children, Youth and Adults with Asperger Syndrome: Integrating Multiple Perspectives

By Kevin P. Stoddart | Go to book overview

CHAPTER 12

Meeting the educational needs of the student
with Asperger Syndrome through assessment,
advocacy, and accommodations

Georgina Rayner


Case example: Ben

Ben is a six-year-old boy with Asperger Syndrome. His mother received a
call one day from his school warning that Ben was going to be expelled as
he was “willfully not paying attention nor following instructions”.

Ben presented as having a nasal speech quality along with other speech
problems. He had an advanced vocabulary and was found to be gifted by a
psychologist. He displayed poor graphomotor skills and was obsessed with
toy transformers. He had tics and unusual behaviours that the teacher found
difficult to manage. The parents took Ben to his paediatrician on the
school's suggestion and Ben was medicated with stimulants. There was no
change in his behaviour. Ben spent a great deal of his day sitting in the prin-
cipal's office on the bench crying, and insisting that he was “not a bad boy”.

Ben was sent for an auditory processing test. It was subsequently recom-
mended that tubes be inserted immediately as he had so much fluid in his
middle ears, he could hear very little. It was found that he had a central
auditory processing disorder and was highly sensitive to sound. On ques-
tioning the school, it was noted that Ben was most unsettled at recess, lunch,
music, gym, and in the hallways, as well as during reading groups in the
classroom.

Ben used an FM system for three months and subsequently a sound field
system was put in the class. Ben calmed down almost immediately as the
sound system reduced the white noise of the class by 50%. To prevent the
over-stimulation of people touching him in the hall, he and another boy

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