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Uniquely Gifted

Uniquely Gifted. Presented By: Christon Causey and Latricia Davis. What do these people have in common?. Sir Isaac Newton. Thomas Jefferson. Michelangelo. Bill Gates. Hans Christian Anderson. Albert Einstein. They all had characteristics of. Description.

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Uniquely Gifted

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  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 GiftedAsperger 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 Asperger’s 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?Section=Home&CONTENTID=4171&TEMPLATE=/CM/ContentDisplay.cfm http://www.dukegiftedletter.com/articles/vol4no2_article.html http://ca.geocities.com/everest3732@rogers.com/giftedasperger.htm The Oasis “Online AspergerSyndrom 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?Section=Home&CONTENTID=4171&TEMPLATE=/CM/ContentDisplay.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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