Hi folks
I would agree with Brian's comments up to a point, but then
on the other hand I would add that I understand people with
AS are apparently at greater risk than one would expect
from their socio-demographic characteristics of various
(treatable) psychiatric illnesses - including depresion and
sometimes suicide - therefore a possible benefit may be
"knowing what to watch out for". Also if others know that
there is a reason for the person's behaviour, it may help
to avoid at least some of the "unreasonable" demands which
are sometimes made, that the person should go on courses
etc. in order to learn the social skills... which just does
not work!
Regards, Deb
PS - computer geek is NOT sufficient for formal diagnosis
(I know Brian was joking, but someone else might not
realise)
----------------------
Deb Viney
[log in to unmask]
> I think the main question in this case is "does it
> matter"? Given that it does not seem to be severe, what are
> the benefits to the student of a diagnosis of Aspergers? It
> could be a little disturbing for the student to be given
> this lable. There are many none diagnosed Aspersgers in
> education who get along OK. (e.g. For computer/internet
> geek, read Aspergers).
>
> Poor social skills and obsessive behaviour may be issues
> that teachers should address for the school years but in
> mainstream FE or HE the teaching issues are academic rather
> than social.
>
> Bryan Jones
> Equal Opportunities Adviser
> London Guildhall University
>
> On Tue, 06 Jul 1999 09:57:43 +0100 Jeff Hughes
> <[log in to unmask]> wrote:
> > I've recenly seen an FE student who exhibits many characteristics of
> > Asperger Syndrome. (I have yet to do a full analysis of the information.)
> >
> > I am concerned about the effect of even suggesting that he may be AS.
> >
> > He has passed through the education system without referral for advice. He
> > is a polite, conversationally able, student from an Asian family. By dint
> > of effort he has obtained some GCSE passes and is currently finishing a
> > GNVQ course. He aspires to University but appears to be of low-average
> > range ability and seems unaware of the academic and organisational demands
> > he faces.
> >
> > Putting aside the issues surrounding measurement of ability etc - which
> > will not be minimised - I am most concerned to offer advice which will be
> > supportive rather than destructive. These are a few of the questions I
> > have thought about - there are, of course, many more.
> >
> > Might he be helped by a report from me which states he has AS
> > characteristics?
> >
> > Might teachers and tutors be less accomodating and understanding?
> >
> > Are there other issues I have missed?
> >
> > Your comments would be welcomed.
> >
> > Jeff
> >
> >
> > ++++++++++++++++++++++++++++++++++++++++++++++++++
> > Sent by Jeff Hughes, Chartered Educational Psychologist,
> > Head of SEMERC Information Service, Granada Learning,
> > Quay Street, Manchester M60 9EA Tel: 0161 827 2719
> > ++++++++++++++++++++++++++++++++++++++++++++++++++
> > Go to www.semerc.com for information about special needs
> > ++++++++++++++++++++++++++++++++++++++++++++++++++
> >
> >
> >
> >
>
>
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