Hall - Asperger Syndrome, the Universe and Everything: Kenneths Book

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Kenneth passes GCSE Maths
six years ahead of time

Asperger Syndrome,
the Universe and Everything

Kenneth Hall

Forewords by Ken P. Kerr and Gill Rowley

Jessica Kingsley Publishers

London and Philadelphia

The photograph of Kenneths class at the Steiner School is reproduced with the schools kind permission.

First published in the United Kingdom in 2001

by Jessica Kingsley Publishers

73 Collier Street
London N1 9BE, UK
and
400 Market Street, Suite 400
Philadelphia, PA 19106, USA

www.jkp.com

Copyright Kenneth Hall 2001

Foreword copyright Ken P. Kerr 2001

Foreword copyright Gill Rowley 2001

The right of Kenneth Hall to be identified as author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988.

All rights reserved. No part of this publication may be reproduced in any material form (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, Saffron House, 610 Kirby Street, London EC1N 8TS. Applications for the copyright owners written permission to reproduce any part of this publication should be addressed to the publisher.

Warning: The doing of an unauthorised act in relation to a copyright work may result in both a civil claim for damages and criminal prosecution.

Library of Congress Cataloging in Publication Data

A CIP catalog record for this book is available from the Library of Congress

British Library Cataloguing in Publication Data

A CIP catalogue record for this book is available from the British Library

ISBN 978 1 85302 930 1

eISBN 978 1 84642 699 5

Foreword

To say that I am delighted with this book, which adds to our understanding of Aspergers Syndrome (AS), is an understatement. As a behaviour analyst, I have been consistently impressed by the creativity shown by both Kenneth Hall and his mum, Brenda. Before I continue let me explain how I first met Kenneth and Brenda. I met Brenda at a meeting of the Parents Education as Autism Therapists (PEAT) group, which allows parents to become familiar with and skilled in Applied Behaviour Analysis (ABA). Using ABA as a vehicle, Brenda and Kenneth have devised a dynamic educational programme over the last few years, which has helped Kenneth become motivated to engage in many different areas of behaviour.

In terms of motivation and learning, behaviour analysts are taught the phrase the learner knows best and throughout my professional life I have tried to honour this. It is a remarkable achievement by Kenneth that he, as the learner, has created this opportunity to share his views of the world. It is a healthy thing for people of any age to learn to take responsibility for their own behaviour. For Kenneth, this responsibility has come through participation as a partner in an individualised system of education. It is a tribute to the efficacy of ABA, its positive nature, and the input from various educational professionals that Kenneth holds his programme in such high regard.

Another indication of the responsibility and maturity that Kenneth exhibits is the fact that he felt it his mission to write this book to help others understand AS. Parents, family members, and professionals will find that Kenneths story offers a fascinating insight into the life of an individual with AS. From a point where Kenneth did not understand his difference, to a point where he accepts the differences and is proud of who he is, this book is a must for those studying AS.

I am proud to have been part of a team of educationalists who have supported Kenneth and Brenda in their work. In Kenneths words: Once youve started the search for wisdom, you cant stop. Our search for wisdom involves recognition of the needs, desires, and differences of children like Kenneth. We, as parents and professionals, should strive to be partners in education with children in continuing this search for wisdom. This book shows Kenneth to be a willing learner and a skilled teacher when it comes to AS. It represents another step along the road of discovery for parents, children, and professionals alike.

Ken P. Kerr D.Phil, C. Psychol

Director of Training, PEAT

Foreword

I can think of only one completely true short definition of gifted and talented children that they are all different and that, in most cases, they possess highly individual and complex personalities. It is also true that if they do not find a compatible learning environment, most such children will fail to realize their potential and suffer from some degree of under-achievement and frustration. For the intellectually gifted child with a learning difficulty this is doubly the case.

We talk of teachers teaching a class rather than a group of many very different children, often of mixed ability, varied social and ethnic backgrounds and with a proportion of special or additional needs. The gifted child with Asperger Syndrome, ADHD, dyslexia, dyspraxia, sensory impairment, brain damage or physical handicap can often not receive much individual direction at all.

The National Association for Gifted Children has campaigned for a fairer distribution of classroom resources and an equally challenging education for all children for over thirty years. The Association has been aware of the incidence of high ability combined with a specific learning disorder and is now looking further into this with the help of DfEE funding.

Problems abound. It is therefore all the more refreshing to read 10-year-old Kenneths positive and individual outlook on his situation. His educational needs are clearly being met by his family and supportive LEA the local Education Board in Northern Ireland and there is clear evidence that after a faltering start, Kenneth will leap on with enthusiasm to overcome his difficulties and lead an intellectually and emotionally fulfilling life.

NAGC would wish that all such children have this chance and that Kenneths book will go some way to raising awareness of the problems and possibilities of highly gifted children with a known learning difficulty.