For many people, particularly teachers, the first real experience with autism comes as part of an intervention in a "situation". After all, aside from odd mannerisms and odd comments, many autistic children can appear quiet and non-participative - this can easily be mistaken for shyness. The real problems begin to surface when an extraordinary event, such as a meltdown or shutdown occurs. Even if no such event occurs, a simple friendly intervention from a teacher can sometimes result in a unexpected response. When such events do occur, they can "sour" the relationship between teacher and child - and sometimes between the parents and school too. Recovery is a long process of "walking on eggshells" for which most teachers don't have the time or patience, In this post. I want to look at some of the ways that you can modify your approach to children with aspergers syndrome to reduce those ill effects. I'll be concentrating on an approach under no...