In this group of diseases, some individuals have normal or above normal intellectual abilities. These individuals have been termed as having high functioning autism or having Asperger's syndrome (Cumine et al., 1998). Despite high level of intelligence, these affected people will have difficulties in social reciprocations with hazardous personal interactions. The day-to-day life is fraught with problems associated with coping with change due to their patterned behaviour and need of adherence to fixed routines. Asperger's syndrome is unique in this group of disorders in that the social deficits and ritualistic and stereotyped behaviours are identical to autism. The two distinctive features in Asperger's syndrome are that these individuals have relatively normal cognitive skills and hence in the early phase, there are no language delays (Cumine et al., 2000). It is evident this is a complex brain disorder and is often viewed as a part of the autistic spectrum. The teaching staff has important roles to perform since the emphasis is on on-task activities. These programmes must have clear goals, which are clear to both the teachers and children (ASPIRE). These goals must be determined and modified according to the needs and capabilities of these children. The educational programmes thus need to be structured with the goal being education. It is expected that these would improve the social and academic competence of these children. Different strategies have been advised that can be accommodated by the teaching staff in these facilities. Many of them have behavioural difficulties which may hamper their learning skills. It is to be noted that traditional behavioural techniques can be adapted in such settings. Other techniques that have successfully used are peer tutoring, cooperative learning groups, social stories, and circle of friends (Dalrymple, 1995). With this background, this writer's personal affiliations may be stated to highlight the need for this assignment.
Asperger's syndrome is a pervasive autism spectrum disorder which needs to be managed by special teaching skills. Research and literature have indicated more effective strategies for teaching these affected individuals. It is clear from this assignment that effective educative strategies implemented by the teaching staff need adequate supportive attitudes. This support must begin from detailed assessments of these individuals individually. Based on these needs assessments, the teaching professionals would design teaching techniques that are specially adapted. Only these would fail to achieve the goal unless the teachers also demonstrate a change in attitude towards these children. All these must happen in a restructured environment. As evident from the literature reviewed, inclusive placements of these young children can be effective if adequate support structures are in place. Since the basic problem lies in the area of social interaction, input from normal peers in an inclusive environment may have immensely beneficial impact on the form of social interactions of these children. The teaching staff may play important roles in these interactions since they can carefully structure and reinforce these interactions. It is also evident that the support system for these children and their teachers is less than adequate. Data