每一個學期都是嶄新的開始，在備課日找導師訪談的結果發現，這批學生有幾個學生有亞斯伯格的傾向。所以想說在開學時跟學生分享有關於亞斯伯格的繪本。希望透過繪本介紹，能夠讓學生更加了解亞斯伯格，從中也找到屬於自己的優點或是以前沒有發現到的缺點。
在美國認識了特教專業的教授，她引領我看了很多關於特教的繪本，剛好可以拿來當成教材。謝謝您
Isaac and His Amazing Asperger Superpowers!
故事大綱:
"A valuable first step in celebrating the Asperger's child."--Massachusetts General Hospital's Aspire Program
Isaac may look like everyone else, but he actually has superpowers that make him different from his brother and his classmates. Some kids don't understand that and call him names. But Isaac's superhero brain remembers loads of things, he has energy enough to bounce on his trampoline for hours, and his ears are so sharp he can even hear the buzzing some lights make in school (ouch ). He tends to say whatever comes into his head and doesn't realize that he might hurt someone's feelings -- by telling them they have big teeth, for example Even though he's not really a superhero -- he has Asperger syndrome, which means his brain works a little differently -- he does love to play superheroes with his brother, who understands him. Straightforward and engaging, Isaac's first-person narrative will help kids see the world through the eyes of a child with the high-cognitive type of autism spectrum disorder commonly known as Asperger syndrome.
圖片資料 來自 博客來 https://www.books.com.tw/products/F013609679
美麗的遇見
本人覺得作者的書名取得不錯 ISAAC 剛好與著名的科學家 牛頓 同名，而牛頓也正被懷疑有亞斯伯格症狀。
It has been speculated that Isaac Newton had what is now considered Asperger syndrome. Albert Einstein and Isaac Newton may have had Asperger syndrome, but a definitive diagnosis is impossible as both scientists died before this condition came to be known.
作者 Melanie Walsh
Melanie Walsh is the author-illustrator of Living with Mom and Living with Dad, 10 Things I Can Do to Help My World, and many other books for children. She lives in England.
課程設計 ( 兩堂課 )
使用時機 : 如果學校開學有特教週宣導，可以配合學校聯絡教學，但是如果沒有的話，老師也可以利用開學前三週，把上課規矩教好之後，再來上繪本補充。
教學目標: 希望透過繪本學習
亞斯伯格學生的特徵以及徵狀
找到屬於自己的優點或是以前沒有發現到的缺點
如何能發揮自己的優點在日常生活中
兩堂課 ( 三年級上學期
warm up
Teacher poses question, " What is superpower? " "What kind of superpower does spiderman have? "
Look at the book cover and invite students to guess what is ASPERGER SUPERPOWERS
presentation :
Before reaqding
invite students to observe the picture carefully and use questions to guide students to tell the story
While reading
teacher will umderline some key sentences to make sure the stroy goes well.
After reading
teacher poses some questions like "" "What kind of superpower does Asperger have?" " Do you have the superpower that Asperger had?"
practice : find your strength and weakness
Disscuss with students and make a chart of Issac's strength and weakness.
there is no good or bad of your superpowers but you have to learn to control them pretty well.
這邊我想跟學生表達或是希望他們思考的部分是: 世界上沒有絕對好與壞的優點或缺點，但是要看你如何使用他們。
production :find your superpower
In this activity, each students will think 3 strengths of themselves, and think of the weakness at the same time.
teacher will help them if they need any helps like vocabularies.
When they finished, encourage students to talk about their strength and weakness and how will they use their superpowers.
photo credit https://splashthat.com/blog/leveraging-your-event-superpower-and-objective
中年級，我是拿一張b4 的紙摺一半，上面請他們畫 一比一的大頭自畫像 ( 老師也可以請他們準備鏡子) ，然後在旁邊畫上他們認為的超能力。
下面再接表格。中年級字彙量可能比較不夠，建議老師時間夠，可以請學生分享自己的優缺點，然後挑幾個做英文的介紹。
學生作品
wrap up
invite all students to sit back and share how do they feel about the class?
After the class, "What's your superpower? " "How will you use them in a right way?"
youtube
read aloud https://www.youtube.com/watch?v=j1UlNDA_VY0
王意中臨床心理師
在做功課的時候，發現王意中心理師的文章，非常適用於老師們跟特殊兒童的溝通。
FB https://www.facebook.com/WYCClinicalPsychologist/
bLOG https://blog.xuite.net/atozwyc/blog
(以下資料來自 王心理師 臉書)
與亞斯伯格症孩子建立關係，是一項極細膩的藝術。有時，一句話說錯，一個動作不對，就很容易關係決裂。再加上亞斯兒很容易陷入關係的絕對二分，非黑即白，讓爸媽與老師在陪伴亞斯兒，如履薄冰，不知該如何是好。以下和你分享10件事，讓亞斯兒死心踏地愛上你，彼此維持好關係。
（1）投其所好，從興趣切入，建立關係。
興趣總是讓人欣喜，特別是，當我們對眼前孩子還不了解，這時最安全的方式，就是從孩子所喜好的事物進行切入。老師可事先詢問家長，關於孩子的興趣，再進行切入。
（2）對話以「我們」取代「你」，讓彼此產生生命共同體，取代命令的方式。
例如「你把桌面收一收。」，改成「我們一起把桌面整理乾淨。」
（3）給選項，二選一，三選一，做決定。依然有維持你的堅持，同時讓他感到受尊重。
例如「你現在可以從單元一或單元二，選一篇文章來朗讀。」
（4）說話溫和不刺激，不疾不徐，就像與初戀男女朋友說話的口吻。
亞斯兒在解讀社會情緒能力上，相對薄弱，當我們講話語氣太重，孩子很容易誤解意思，認為我們不友善，在指責他。當我們講話速度太快，孩子一下子無法理解，很容易感到焦慮。
（5）多對他擁有的能力與表現，給予具體正向的回饋，展現出你想瞭解他的動機。
亞斯兒對於被肯定這件事，依然是很愛的。被肯定，誰不愛？
（6）說他聽的懂的話，以他的思考模式對話，頻道調到同頻。
與亞斯兒說話內容，不要太過於抽象或迂迴，過程中，可以觀察孩子的反應，適時停頓，以確定孩子是否吸收理解（請特別留意他的表情是否出現疑惑。）
（7）結構有條理。讓他可以預期你的互動或上課方式。結構使人安心。
對於亞斯兒來說，能夠掌握的事情越多，這時內心就會較為踏實，焦慮感會明顯降低。
（8）如許下承諾，請說到做到。這比婚約誓言好做一些。
說到做到，讓孩子感受到你對於他的重視，我們也在示範一種對承諾的約定。
（9）微笑，說「謝謝」。「謝謝」的作用會大於「請」和「對不起」。
「請」，語氣如果說不好，會讓孩子覺得被要求。「對不起」，說多了，容易讓孩子將注意力轉移到你做錯事情的地方。
（10）無論是否在防疫期間，請維持適當社交距離，除非他主動靠近你。
亞斯兒對於身體觸覺相當敏感，對於身體距離的拿捏也容易無所適從。保持適當距離，會讓他較為安心些。－王意中臨床心理師
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