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Uniquely Gifted

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Title: Uniquely Gifted


1
Uniquely Gifted
  • Presented By
  • Christon Causey and Latricia Davis

2
What do these people have in common?
Sir Isaac Newton
Thomas Jefferson
Michelangelo
Bill Gates
Hans Christian Anderson
Albert Einstein
3
They all had characteristics of
4
Description
  • Asperger Syndrome is a neurological condition
    that affects social and emotional interaction.
    It is a developmental disability, which means
    that it is most likely present at birth and
    affects development throughout life. There are
    four essential qualities that characterize
    children with Asperger Syndrome. These include
    significant difficulties with social
    interactions, impaired communication, unusual
    responses to stimulation and environment, and
    unusual or unusually rigid behaviors and
    interests.

5
Impaired Social Interaction
  • May not appear unusual until they reach preschool
    years, during which time they broaden their
    social worlds, learn to socialize in groups and
    forge friendships.
  • Do not recognize the meaning and cues that come
    from other people. These include eye contact,
    facial expressions, body language, conversational
    turn-taking, perspective taking, and matching
    conversational and nonverbal responses to the
    interaction.
  • Eager to establish social connections, but misuse
    the lessons they have learned about etiquette or
    social behavior

6
Impaired Communication
  • Both verbal and nonverbal communications pose
    problems.
  • Children with Asperger Syndrome tend to make
    literal and concrete interpretations. They do
    not understand metaphors and similies.
  • Language acquisition - learning to speak - in
    some cases can be delayed.
  • Spoken language can sometimes be odd. They may
    not speak with the local accent or too loudly.
  • Difficulties in using the right words or forming
    conversations is part of semantic-pragmatic
    difficulties

7
Repetitive or Odd Patterns of Behavior or
Interests
  • Preoccupation (or obsession) with certain topics,
    often on themes of transport - trains in
    particular-or computers, dinosaurs, maps etc.
  • These pre-occupations, usually in intellectual
    areas change over time but not in intensity, and
    may be pursued to the exclusion of other
    activities.
  • Excel at rote memory
  • often impose rigid routine on themselves and
    those around them

8
Unusual Responses to Stimulation and Environment
  • Children with Asperger Syndrome often have acute
    senses of smell, hearing or taste. The acuity of
    these senses often make the child appear
    impaired.
  • May shy away from enjoyable activities such as
    recess, amusement parks or carnival rides because
    of the unpredictable movements and noises.
  • Children may fidget, flap hands at the wrists,
    walk on tiptoes, or exhibit tics or twitches due
    to environmental factors.
  • May throw tantrums without the usual warning
    signs other children may provide.

9
Asperger Syndrome and Genius
  • Often intellectually precocious and many grow up
    to have quite impressive skills in a certain
    area.
  • These may include feats of calculation and
    memory, extraordinary abilities in music,
    exceptional visual or spatial talents for
    engineering or architecture.

10
Highly Gifted vs. Asperger Syndrome
  • Highly Gifted Asperger Syndrome
  • Socially Isolated Socially Inept
  • Independent of Age Mates Unskilled with Age
    Mates
  • Highly Focused Interest Highly Focused Interest
  • Advanced Sophisticated Vocabulary Hyperlexia
  • Complex Cognition Simple Cognition
  • Advanced Understanding Advanced Memorization

11
Tips for Parents
  • Keep all your speech simple - to a level they
    understand.
  • Keep instructions simple ... for complicated jobs
    use lists or pictures.
  • Try to get confirmation that they understand what
    you are talking about/or asking - don't rely on a
    stock yes or no - that they like to answer with.
  • Explain why they should look at you when you
    speak to them.... encourage them, give lots of
    praise for any achievement - especially when they
    use a social skill without prompting.
  • In some young children who appear not to listen -
    the act of 'singing' your words can have a
    beneficial effect.
  • Limit any choices to two or three items. They
    may be overwhelmed with more.
  • Limit their 'special interest' time to set
    amounts of time each day if you can.
  • Use turn taking activities as much as possible,
    not only in games but at home too.
  • Pre-warn them of any changes, and give warning
    prompts if you want them to finish a task.
  • Try to build in some flexibility in their
    routine, if they learn early that things do
    change and often without warning - it can help.

12
Tips for Parents Continued
  • Don't always expect them to 'act their age' they
    are usually immature and you should make some
    allowances for this.
  • Try to identify stress triggers - avoid them if
    possible.
  • Find a way of coping with behavior problems -
    perhaps trying to ignore it if it's not too bad.
  • Promises and threats you make will have to be
    kept - so try not to make them too lightly.
  • Teach them some strategies for coping - telling
    people who are teasing perhaps to 'go away' or to
    breathe deeply and count to 20 if they feel the
    urge to cry in public.
  • Begin early to teach the difference between
    private and public places and actions, so that
    they can develop ways of coping with more complex
    social rules later in life.
  • There are therapy groups available that teach
    social skills. Children with Aspergers have to
    be taught social skills in the same way they
    learn math or reading skills.
  • Let them know that you love them and that you are
    proud of them. It can be very easy with a child
    who rarely speaks not to tell them all the things
    you feel inside.
  • Seek professional help. Asperger children often
    have anxiety and depression. The earlier they
    receive assistance, the better!

13
More Information
  • http//www.uniquelygifted.org
  • Giftedness and Asperger's Syndrome A New Agenda
    for Education
  • By Shelagh A. Gallagher , James J. Gallagher
  • http//www.cec.sped.org/AM/Template.cfm?SectionHo
    meCONTENTID4171TEMPLATE/CM/ContentDisplay.cfm
  • http//www.dukegiftedletter.com/articles/vol4no2_a
    rticle.html
  • http//ca.geocities.com/everest3732_at_rogers.com/gif
    tedasperger.htm
  • The Oasis Online Asperger Syndrom Information
    and Support
  • http//www.udel.edu/bkirby/asperger/
  • http//www.asperger.org

14
References
  • Gallagher, J., Gallagher, S. (2002, Winter).
    Retrieved October 2, 2009, from Open Spaces
    Communication http//www.cec.sped.org/AM/Template
    .cfm?SectionHomeCONTENTID4171TEMPLATE/CM/Cont
    entDisplay.cfm
  • Ortiz, J. M. (2008). Asperger's, Autism
    Non-verbal Learning Disorders. Dillsburg The
    Asperger's Syndrome Institute.
  • Powers, M. D. (2002). Asperger Syndrome Your
    Child. New York Skylight Press.
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