As a chess teacher and tutor, more and more I am coming into an area I have far less knowledge than
I would really need–how to teach to those with learning difficulties. I have often thought that a thread
or section on teaching chess could be very informative. Much of what I have learned has come through
the school of hard knocks-experience. The problem with with is that my understanding of much is far
behind the 8 ball.
For example–a 7 year old first grader had a hard time understanding the difference between moving
diagonally on the same colored squares, and moving horizontally across different colored squares, or
for that matter, what a straight line was, and frequently “veered” into other diagonals, rows, and files,
when moving. It took three teaching sessions to teach how the pieces move, and to correct this, using
methods not used before, such as having the young lad walk diagonally corner to corner on his tiled
floor.
How much can be, and how to effectively reach kids with autistic, and other learning concerns??
I have had parents sign up and drop off their kids with all sorts of learning disorders at chess camps
and group classes expecting miracles that go far beyond chess. The more I know, the more perhaps,
I can help shed some light, perhaps in some way, make a greater difference in a child’s life.
Noone understands autism. If parents and doctors find it next to impossible to communicate to the austistic child, to expect you to teach them the concepts of chess or be a miracle worker is unreasonable.
Children with Asperger syndrome and/or high-functioning autism may be better suited for chess than the general population. One active grandmaster (over 2700, very popular) is known to be on the autism spectrum, another player (also over 2700, with many fans worldwide) is commonly suspected of being on the spectrum.
We find that we get a significant number of spectrum disorder and attention disorder campers (to varying degrees) at our chess camps every year - . We’re honest and direct and do the best we can to get interaction and build on it. We’ve had a number of parents who are very appreciative of our teacher’s efforts and who are very happy to bring their children back annually.
Noone understands autism. If parents and doctors find it next to impossible to communicate to the austistic child, to expect you to teach them the concepts of chess or be a miracle worker is unreasonable.[/quote
I wonder if in many respects, “autism” is merely an umbrella for many behaviors we simply
have yet to understand. My goal with these kids is not necessarily to teach them all of
the concepts typically taught, but perhaps to enter a window into the thought process,
encouraging some positive results which could in some way, provide hope.
Labels applied mean quite often that the professionals do not understand fully. Not in
any way to demean the professionals, for theirs is quite often a difficult and thankless
task, but kids are unique. An approach not tried, quite often could lead to a higher level
of response.
Asberger’s Absolutely. Perhaps some of the effects of the syndrome truly aid the focus
required. And, also, perhaps this is misunderstood, for I have had parents who do not
understand that many high achievers with awesome levels of intelligence have Asbergers.
Kevin, do you know of published materials addressing this topic??? This appears to be
an issue all of us in the teaching profession deal with at least to a degree. Yet, materials
appear difficult to find.
The range of issues can be highly difficult in terms of control for a camp coordinator.
I once had a mother of a highly emotional child, who in anger snapped a plastic queen in
half, tell me at the camps completion, that the week after camp her child had been
scheduled for mental observation, and help in a children’s psyc ward. She was hoping,
upon hope, that we would make some sort of breakthrough. We did not.
Since this time, years ago, I have been searching for materials and ways to first detect
early some of these symptoms, and then to help these kids when possible.
That we are not usually the best to confront these issues is not necessarily the point. the
point is quite often, we are the source turned to.
Gentlemen, this might be long and overkill, but it might help with teaching strategies - bced.gov.bc.ca/specialed/docs/autism.pdf. I found it using the google search, teaching strategies for autism. I didn’t really look at the other results once I saw the above.