Elise has a 9-year-old son named "Jason." He has been diagnosed with Asperger's Syndrome, Bipolar
Disorder, ADHD, and Sensory Integration Disorder. Every year, Elise writes a letter to her son's new
teacher. Her goal is to supplement his IEP with more personal information as to how best to deal with
him. Elise has granted permission to publish her "Letter to the Teacher" in hopes that others may find it
useful.
Dear Ms. Teacher,
Jason has been diagnosed with Asperger’s Syndrome, Bipolar Disorder and ADHD. Asperger’s Syndrome
is a mild type of autism characterized by difficulty with social relationships, difficulty in communication
and intense but limited interests.
Jason has tremendous anxiety. If you ask him, he will deny feeling anxious. He has difficulty naming and
understanding his emotions. Jason's tongue outside his mouth or fidgeting are two signs that he is feeling
anxious. Perhaps you can offer him a classroom break when appropriate. Jason is unable to tell you when
he needs a break. I believe anxiety is the major reason that Jason hates school so much. Every day is a
struggle for him. Anxiety is why so many Asperger's children like Jason are rigid and inflexible.
Jason loves to make people laugh. He often tells jokes or acts silly to get attention. Occasionally, he may
act inappropriately in an effort to get attention.
Jason values intelligence over all other qualities. He takes great delight in being successful. He will be
extremely irritated when asked to redo an assignment. He does not like his mistakes pointed out.
Jason is unusually upset by changes in routine. Field trip, substitute teachers, parties and other days that do
not follow the normal routine will be difficult for Jason.
Jason's social skills and social language skills are significantly delayed. He does not understand thoughts,
feelings, beliefs and desires of other people. Jason can’t distinguish whether someone’s actions are
intentional or accidental and he often becomes angry over accidents. Jason is a literal thinker who does not
understand sarcasm. Reciprocal conversations are difficult for Jason. He cannot read non-verbal
messages. We are working with Jason on making sustained and appropriate eye contact and greeting
people.
Jason has a rapid response style. He rushes through his work not even taking the time to answer questions
he knows. He makes careless mistakes as a result. Please encourage Jason to slow down and work
carefully.
Jason has difficulty with abstract reasoning, inferential reasoning, and predicting behavior. He is most
comfortable with factual, concrete information. Please help Jason infer the motivations and feelings of
other people, including characters in books. Like most Asperger’s kids, Jason lacks imagination.
Asperger’s Syndrome has robbed Jason of the ability to have low levels of feelings and to manage his
moods. He may negatively overreact to a minor irritation. Please ignore behaviors that do not interfere with
class routine or academics or redirect in a low-key fashion. Last year Jason had a tantrum that lasted an
hour because he was told by an aide to stop picking his nose. We have found that rewarding positive
behavior works better than punishing negative behavior.
Jason is rule oriented and has a strong desire to be first or win every single time. He will be upset if
someone does not follow the rules exactly. Jason does best in a highly organized, structured environment.
Jason's anxiety and difficulty in communication make oral presentations extremely stressful for him. Last
year Jason was allowed to write his speeches at home and read them to the class.
Jason has been diagnosed with sensory integration dysfunction. He is highly sensitive to sounds, lights,
tastes and smells. Jason has difficulty in the lunchroom with the many food smells. He will respond best to
a teacher with a soft voice, calm disposition and predictable in her reactions.
Jason is on medication. You may notice that his concentration, focus and behavior are best in the morning
and diminish as the day wears on. Jason may benefit from sitting near the front of the classroom to
minimize distractions.
Mrs. Teacher, I know Jason will require extra time and effort on your part. Please let me thank you in
advance. I greatly appreciate the many helpful professionals I have found at School. Please let me know
how I can help support you and Jason. I believe Jason has been dealt a very difficult hand in life and there
is nothing I wouldn’t do for this very precious child of mine.
Sincerely,
Elise
Disclaimer: The information and direction to web sites contained herein is educational and not intended to
be legal or medical advice. The information is not a substitute for discussion between patients and their
doctors nor clients and their attorneys. References to all information and opinions should not be
considered an endorsement. You are hereby advised to fully investigate all options in order to determine a
course of action or treatment that may be most appropriate for a specific situation and/or individual.
Reprint permission for the letter must be obtained from the author, Elise. © Elise 2002
Copyright 2001- 2008 Alisha Leigh. Use of the material contained herein is unrestricted as long as it is
used for educational purposes and I am notified by e-mail of link usage. I would very much like to know
how this information is being used. Reciprocal linkage to your site is requested.
Disorder, ADHD, and Sensory Integration Disorder. Every year, Elise writes a letter to her son's new
teacher. Her goal is to supplement his IEP with more personal information as to how best to deal with
him. Elise has granted permission to publish her "Letter to the Teacher" in hopes that others may find it
useful.
Dear Ms. Teacher,
Jason has been diagnosed with Asperger’s Syndrome, Bipolar Disorder and ADHD. Asperger’s Syndrome
is a mild type of autism characterized by difficulty with social relationships, difficulty in communication
and intense but limited interests.
Jason has tremendous anxiety. If you ask him, he will deny feeling anxious. He has difficulty naming and
understanding his emotions. Jason's tongue outside his mouth or fidgeting are two signs that he is feeling
anxious. Perhaps you can offer him a classroom break when appropriate. Jason is unable to tell you when
he needs a break. I believe anxiety is the major reason that Jason hates school so much. Every day is a
struggle for him. Anxiety is why so many Asperger's children like Jason are rigid and inflexible.
Jason loves to make people laugh. He often tells jokes or acts silly to get attention. Occasionally, he may
act inappropriately in an effort to get attention.
Jason values intelligence over all other qualities. He takes great delight in being successful. He will be
extremely irritated when asked to redo an assignment. He does not like his mistakes pointed out.
Jason is unusually upset by changes in routine. Field trip, substitute teachers, parties and other days that do
not follow the normal routine will be difficult for Jason.
Jason's social skills and social language skills are significantly delayed. He does not understand thoughts,
feelings, beliefs and desires of other people. Jason can’t distinguish whether someone’s actions are
intentional or accidental and he often becomes angry over accidents. Jason is a literal thinker who does not
understand sarcasm. Reciprocal conversations are difficult for Jason. He cannot read non-verbal
messages. We are working with Jason on making sustained and appropriate eye contact and greeting
people.
Jason has a rapid response style. He rushes through his work not even taking the time to answer questions
he knows. He makes careless mistakes as a result. Please encourage Jason to slow down and work
carefully.
Jason has difficulty with abstract reasoning, inferential reasoning, and predicting behavior. He is most
comfortable with factual, concrete information. Please help Jason infer the motivations and feelings of
other people, including characters in books. Like most Asperger’s kids, Jason lacks imagination.
Asperger’s Syndrome has robbed Jason of the ability to have low levels of feelings and to manage his
moods. He may negatively overreact to a minor irritation. Please ignore behaviors that do not interfere with
class routine or academics or redirect in a low-key fashion. Last year Jason had a tantrum that lasted an
hour because he was told by an aide to stop picking his nose. We have found that rewarding positive
behavior works better than punishing negative behavior.
Jason is rule oriented and has a strong desire to be first or win every single time. He will be upset if
someone does not follow the rules exactly. Jason does best in a highly organized, structured environment.
Jason's anxiety and difficulty in communication make oral presentations extremely stressful for him. Last
year Jason was allowed to write his speeches at home and read them to the class.
Jason has been diagnosed with sensory integration dysfunction. He is highly sensitive to sounds, lights,
tastes and smells. Jason has difficulty in the lunchroom with the many food smells. He will respond best to
a teacher with a soft voice, calm disposition and predictable in her reactions.
Jason is on medication. You may notice that his concentration, focus and behavior are best in the morning
and diminish as the day wears on. Jason may benefit from sitting near the front of the classroom to
minimize distractions.
Mrs. Teacher, I know Jason will require extra time and effort on your part. Please let me thank you in
advance. I greatly appreciate the many helpful professionals I have found at School. Please let me know
how I can help support you and Jason. I believe Jason has been dealt a very difficult hand in life and there
is nothing I wouldn’t do for this very precious child of mine.
Sincerely,
Elise
Disclaimer: The information and direction to web sites contained herein is educational and not intended to
be legal or medical advice. The information is not a substitute for discussion between patients and their
doctors nor clients and their attorneys. References to all information and opinions should not be
considered an endorsement. You are hereby advised to fully investigate all options in order to determine a
course of action or treatment that may be most appropriate for a specific situation and/or individual.
Reprint permission for the letter must be obtained from the author, Elise. © Elise 2002
Copyright 2001- 2008 Alisha Leigh. Use of the material contained herein is unrestricted as long as it is
used for educational purposes and I am notified by e-mail of link usage. I would very much like to know
how this information is being used. Reciprocal linkage to your site is requested.
ADHD: A Place to Start
| A Mom's Letter to the Teacher |
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