September 25, at Why 20 more minutes? I know that you have MORE kids, but you also have more time. That is a huge reason we homeschooled.
These children often have an emotional reaction to the mere thought of having to start their homework — and have difficulty completing assigned tasks.
There may be two explanations for this: School-Related Stress— As with their classroom peers, a youngster with Aspergers has to learn the traditional educational curriculum, but they encounter additional learning experiences and sources of stress than do other kids in their class.
They have an additional curriculum, namely the social curriculum. They have to use do my homework for me teachers intellectual reasoning to determine the social rules of the classroom and the playground.
Other kids do not have to consciously learn social integration skills, but Aspergers kids have to decipher the social cues and codes and cognitively determine what to do and say in social situations. Often their primary feedback is criticism for an error with little recognition from others when they make the correct response.
Learning only from your mistakes is not the most efficient way to learn. Thus, Aspergers kids have to concentrate on an extra curriculum that leaves them intellectually and emotionally exhausted at the end of the school day.
They also have difficulty reading and responding to the emotional signals of the educator and other kids, coping with the complex socializing, noise and chaos of the playground, the unexpected changes in the school routine and the intense sensory experiences of a noisy classroom. Throughout the school day, they rarely have an opportunity to relax.
It is essential that teachers recognize the degree of stress experienced by Aspergers students, as the signs can become evident in their behavior and mood. The signs include the youngster who is described as a Dr. Hyde in that the indicators of stress are not conspicuous at school, but the youngster is a very different character at home.
They may be quiet and compliant in the classroom, but intolerant and aggressive immediately they return home. Some Aspergers kids become extremely anxious in the morning before going to school, and school refusal or walking out of school can be a sign of unbearable stress.
Other kids can express the signs at school by episodes of extreme anxiety or anger, with incidents of panic or disruptive and explosive behavior. Others suffer chronic stress, which contributes to a clinical depression.
Kids with Aspergers who are having difficulty learning the social curriculum and coping with the stress of school often explain that they want a clear division between home and school.
Their general view is "school is for learning, and home is for fun or relaxation. Cognitive Profile— Kids with Aspergers have an unusual profile of cognitive skills that must be recognized and accommodated when they are undertaking academic work at school and home. One aspect of the profile is impaired executive function.
The profile is similar to that of kids with ADD in that they can have difficulty planning, organizing and prioritizing, a tendency to be impulsive and inflexible when problem solving and poor working memory. Other features include a difficulty generating new ideas, a need for supervision and guidance and determining what is relevant and redundant as well as poor time perception and time management.
There is also the likelihood of an unusual profile on standardized tests of intelligence, especially with regard to verbal and visual intelligence. The educator knows how to adapt the curriculum for a youngster with Aspergers, but this knowledge and service are not usually available at home.
The following range of strategies are designed to minimize the impaired executive function, accommodate their profile of cognitive skills, and help Aspergers youngsters complete their homework assignments with less stress for the youngster and family.
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