Abstract:

The article will attempt to describe possible communication resources of students with Asperger’s syndrome. Presentation of the content will be enriched with examples of communicative behaviors of students with Asperger’s syndrome attending classes 1-3 of public school. In the article selected methods of teachers' behavior will be described including supporting communication in this group of children at school and enabling them to gather experiences which stimulate cognitive development and elaborate communication skills in mutual exchange between peers as well as with adults.

In everyday work with a student with Asperger's syndrome transfer of effective information is extremely important. In order to ensure that this condition is fulfilled, the teacher should:
(1) provide a plan for the classes;
(2) engage students in the subject of the class by referring to specific examples, experiences, students interests or the knowledge they have;
(3) motivate students by giving them interesting examples;
(4) keep the student's attention;
(5) provide information in a clearly state;
(6) ask questions;
(7) stimulate students to verbal activity;
(8) summarize and check content comprehension;
(9) make the assessment.

Communication skills, including verbal competence, are key to developing other relevant competencies which determine the child's functioning with Asperger's syndrome in various social roles, including the role of the student. This role is associated with the ability to perform specific types of tasks or other activities outside school in specific situational contexts.

In existing classifications, an important issue is related to the ability to interact and give meaning to language symbols; which is particularly related to the communication of students with Asperger’s syndrome.

Keywords:

communication skills, Asperger's syndrome, communication strategies.