Unflexibel. Pedantisch. Arrogant. Klugscheißer.

Wen es interessiert, für den lohnt sich das Lesen über Aspis, Kapitel Cognitive Abilities:

"...has a disctinctive learning style, being talented in understanding the logical and physical world, noticing details and remembering and arranging facts in a systematic fashion (...), and when problem solving appears to have a "one-track mind" and a fear of failure.

...at least 75 per cent of children with Asperger's syndrome also have a profile of learning abilities indicative of an additional diagnosis of Attention Deficit Disorder. (...)

If the child is attending to an activity associated with his or her special interest, the level of attention can be excessive (...) [and it] can have difficulty "changing track" while engaged in a "train of thought". (...) The person with Asperger's syndrome usually has considerable problems switching to a new activity until there has been closure, i.e. the activity has been successfully completed. (...)

The psychological term "executive function" includes (...) inhibition and impulse control (...) time management and prioritizing (...) using new strategies. We now have considerable research evidence to confirm that some children, but more expecially adolescents and adults, with Asperger's syndrome have impaired executive function.

Impaired executive function can include a difficulty considering alternative problem-solving strategies. (...) can be represented by a train on a singular track. If it is the right track, the child will quickly arrive at the destination, the solution to the problem, [but they may be] the last to know if they are on the wrong track, or to recognize that there may be other tracks to the destination. Thus, there may be a problem with flexible thinking. (...) An adult [with AS] assumed that his solution was correct and did not need to be changed. His thoughts were "This is the right way to solve the problem, why isn't it working?", which caused considerable frustration. (...)

The person with Asperger's syndrome may also become distressed in situations at school that do not provide an opportunity for mental rehearsal or preparation for change. (...) 

Some adolescents with Asperger's syndrome can also have difficulty with abstract reasoning, prioritizing which task to concentrate on first, and time management, especially how long to spend on a designated activity. This can be exasperating for parents and teachers, who know that the child has the intellectual capacity to complete the work to a high standard, but impaired executive function will contribute to a delay in the submission of the work and therefore incur penalties. (...)

Some children and adolescents with Asperger's syndrome facilitate problem solving by having an external (rather than internal) conversation and, as they are thinking and problem solving, find that it helps to talk to themselves. (...)

Adults with Asperger's syndrome may be famous (or notorious) for being an iconoclast and rejecting popular beliefs and conventional wisdom. (...)

The learning profile of children and adults with Asperger's syndrome can include a tendency to focus on errors, a need to fix an irregularity and a desire to be a perfectionist (...) [This can lead] to their thinking being described as pedantic. Creative adults with Asperger's syndrome (...) often cannot cope with any deviation from their original design. (...)

I have noted that children, and sometimes adults, with Asperger's syndrome have a tendency to point out the errors of other people, being unaware that such a comment breaks the social conventions, and can be embarassing or offensive. Your status does not matter; the child with Asperger's syndrome will point out your mistake and think that you should be grateful to them for doing this. Teachers in particular do not like their mistakes being loudly announced to class. (...)

The difficulty for children with Asperger's syndrome who are able to solve complex mathematical problems can be explaining in words how they achieved the answer (...) "I can't do this orally, only headily." The child can provide the correct answer to a mathematical problem but not easily translate into speech the mental processes used to solve the problem. (...)

[The child] develops an apparently inflexible adherence to specific, non-functional routines or rituals. (...) Once a pattern has emerged it must be maintained. Unfortunately, the components of the anticipated sequence may increase over time. For example, the bedtime routine may have started with lining up only three toys, but becomes an elaborate ritual where dozens of toys have to be placed according to strict rules of order and symmetry. When a journey to a destination has followed the same route several times, there is the expectation that this must be the only route and no deviation is tolerated. (...) Set routines, times, particular routes and rituals all help to get order into an unbearably chaotic life."

(Attwood, Tony: The Complete Guide to Asperger's Syndrome, London 2007, S.240-255)


Danach folgen eine ganze Reihe Tipps für Lehrer hinsichtlich Lehrerausbildung, Unterrichtsmethoden, Hausaufgabentipps, alles sehr hilfreich und fängt ein wenig den eiskalten Schauer ab, der mir bei'm Lesen dieser Passagen über den Rücken gelaufen ist. Es ist genau, wie die große Buba es vermutet hat: Es ist gruselig, all' diese Parallelen schwarz auf weiß zu lesen. Als hätte der Autor Kameras in meinem Leben positioniert, und zwar mit Blickwinkeln und Eindrücken, die ich immer vor meinen Mitmenschen geheimzuhalten versucht habe, bzw. die mir nie bewusst waren. 

Ich habe bereits eine ganze Menge aus diesem Buch gelernt, und das letzte Drittel liegt noch vor mir. Es ist fast noch gruseliger - und noch befreiender - zu lesen als damals das Brackmann-Buch über Hochbegabung. 

Noch irgendwelche Zweifel?