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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 Who will do my homework 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 their 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.
Sometimes the homework can take hours when the teacher intended only several minutes on a specified task. A timer can be used to remind the youngster how much time is remaining to complete each section of homework.
If it does, they may have priority use of the video recorder and can watch the program after their homework. If regular breaks are necessary to promote concentration, the work can be divided into segments to indicate how much work the youngster has to complete before they can take a momentary break.
The usual mistake is to expect too much prolonged concentration. The area where the youngster works must be conducive to concentration and learning.
The distractions can be visual such as the presence of toys or television, which are a constant reminder of what the youngster would rather be doing or auditory distraction such as the noise from electrical appliances and the chatter of siblings.
Ensure the working surface only has equipment relevant to the task. Their working environment must also be safe from curious siblings.
Preparation of Homework— The educator can highlight key aspects of the homework sheet, written material and questions so that the youngster knows which aspects are relevant to their preparation of the assignment.When questions are many, Confusions are hovering, the mind is boggling over Programming Homework then only one word comes to mind- Do my Programming Homework..
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Sometimes student’s homework could be a real challenge. Teachers and professors standards are very high, so it is not easy to write an appropriate work. Defiant young people with Aspergers and High Functioning Autism are under the mistaken belief that they are in charge. Their defiance has worked for them in the past, and they have learned to use it .
How to Motivate Teenagers to Do Their Homework. In this Article: Providing Structure Be a Presence at School Achieving Goals Community Q&A It is pretty common for teenagers to hate doing homework.
They would much rather hang out with their friends or play video games.