Reading Disability and Asperger's Syndrome

The first disability category that I learned about was Reading Disability under Learning Disabilities.
The second disability category I learned about is Asperger’s Syndrome under Pervasive Developmental Disorders. Asperger’s Syndrome is different/similar from my original category in the following ways:

1. Definition: Reading disability and Asperger’s Syndrome have different definitions. Asperger’s Syndrome is characterized under “Autism” according to the federal government’s definition, and reading disability is characterized under learning disabilities. They say that Asperger’s Syndrome can be seen as early as age three, whereas with a reading disability, you may not know until that child really begins reading which could not happen until third or fourth grade. Asperger’s Syndrome is a level of Autism on the spectrum and a reading disability is not categorized as anything besides a learning disability. Students with Asperger’s may need extra assistance and aids in the classroom for speech or behavioral problems, whereas with a reading disability the need for an extra care aid is not as necessary. According to IDEA and the federal government, Asperger’s syndrome is a behavioral disorder that affects the student in every part of their life, and a reading disability is a learning disability that affects the student more on an academic level.

2. Developmental Characteristics: Once again, the developmental characteristics of Asperger’s Syndrome and reading disability are more different than they are similar. When a student has Asperger’s Syndrome their interests are narrowed and they exclude activities when they become fixated with just one. A student with a reading disability embraces other activities and may only exclude reading since that is the area in which they struggle the most. Asperger’s Syndrome also causes the student to struggle socially with their peers and may exude unacceptable behavior according to others, but someone with a reading disability does not struggle as much socially and their behavior in public and around others is not considered unacceptable; they can still maintain friendships and relationships. Once again, it comes down to the fact that the disabilities differ in the fact that one is more behavioral and the other is more academic and learning-based.

3. Classroom, strategies, needs, and strengths: In this category, Asperger’s Syndrome and reading disabilities differ again but there are also say strategies for the teacher to use that are the same. Starting with the commonalities, it is recommended for Asperger’s Syndrome that the teacher try to keep a daily routine for the student and block off different subjects for them so they do not get overwhelmed. In the same kind of way, for a student with a reading disability, the time for reading needs to be blocked out for the student and they need to keep a daily routine of reading and answering comprehension questions so they do not give up because it’s too hard. As for the differences, it says that for Asperger’s the teacher should give time limits on the students work so they know what needs to be done and they get it done, but for a reading disability, when the student is having trouble reading or needs to reading something in class it is better to not give them a time limit because it would simply frustrate them and they would give up. The point is to make reading seem fun and exciting to the student and not a chore. Positive feedback is key to both Asperger’s Syndrome and a reading disability because the student needs to know that trying their best and doing what is asked is all the teacher really wants; they do not have to do everything perfectly.