Ashlee Terwilliger

Students that have been identified as having Asperger’s Syndrome often need support services. Some of these services include Language Pathology, Occupational Therapy, Special Education and at times, counseling. There are also many students with Asperger’s Syndrome that have an Individualized Education Plan (IEP) that will guide the student’s education and the support that individual child needs to be successful. The IEP is usually created with a team of professionals including the classroom teacher, school counselor, support teachers (speech pathologist, occupational therapist, etc.) depending on the child’s needs, special education teacher, as well as the parents and any others that may have valuable input towards the progress of the student (Hutten, 2010).

The IEP should include information about how the student learns best, any limitations that the child may have, special interests of the child and any special services that the student needs from the school district. It will also have a list of objectives or goals for the student to be working towards. The IEP is kept updated and current based on the student’s needs and development in the school. It is revisited on a regular basis to make sure that everyone on the IEP team still feels that the student’s needs are properly outlined and being met. (Hutten, 2010)

Many times an Asperger’s student will be in the regular education classroom throughout the day. The amount of time is based on the individual student’s needs. If the student is able to be actively involved in the classroom and be successful, there isn’t any reason that they can’t be part of the regular education classroom. While in the regular education, the teacher may have to make certain accommodations for the Asperger’s student according to their IEP and what supports that student’s progress. Some accommodations may include preferential seating, purposeful grouping, extended wait time or special sensory considerations like softened lights and noise reduction.