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Aspergers and Classroom Accommodations

In many cases, children with Aspergers have above average intelligence, although this ability is often overlooked at first. Often, they excel in certain subject areas, but their peculiar behavior sometimes supersedes their accomplishments within the classroom. Because the occurrence of autism is seemingly on the rise, educators must be aware of the abilities and limitations of children diagnosed with Aspergers, and classroom accommodations must be considered and provided. Accommodations may include:

Try to provide a predictable schedule. Although this is sometimes difficult to do, children with
Aspergers thrive on routine.

Maintain a safe environment. This means controlling other students who would be a distraction or a
problem for the child with Aspergers.

Create fewer transitions throughout the day. For example, try to create a schedule that eliminates
unnecessary movement from one location to another.

Prepare the student in advance for any changes in routine or other unexpected activities. In some cases, cooperative learning groups will not only improve social skills but also allow the child
to exhibit his abilities in certain subjects. Choose the cooperative groups carefully, and continue to monitor the behavior of the student and his peers.

Use positive reinforcement of good behavior whenever possible. Set firm expectations regardless of the assignment. In many cases, children with Aspergers may not
want to do assignments that hold no interest for them. It is important to establish and maintain control within the classroom, and this should include a child with Aspergers Syndrome as well.

It may be necessary to focus individual lessons around that particular child. If so, continue to work in
conjunction with the special education teacher when designing these lessons.

Break assignments and projects down into small sections that can be completed one at a time so that
the child does not feel overwhelmed with the work.

Place the child at the front of the room, and include him in question and answer sessions within the
class.

Create a unique prompt or signal that you can use with the child to redirect his attention back to the
assignment whenever necessary.

For children with Aspergers, it may be necessary to use more visual instruction, particularly with
younger children. Use pictures, images, drawings, and similar aids when discussing vocabulary words, history lessons, scientific subjects, and abstract topics.

Allow more time to complete assignments, tests, and projects. Have a crisis plan in place in the case of emotional outbursts that might occur due to the student's
inability to cope or interact with others. This plan should be coordinated with other teachers, specialists, and administration, and may include providing a supervised quiet place for the child to go if needed.

Children with Aspergers are very bright and eager children who can be motivated to do well in the classroom. However, lack of social skills and obsessive behavior can make it difficult at times for them to meet the expectations of their teachers. With patience and understanding, the educational experience of these children can be a positive one.

CLASSROOM TIPS: ASPERGER'S DISORDER

CLASSROOM STRATEGIES

In addition to the deficits noted in the overview article on Asperger's Disorder, many students with Asperger's will also exhibit tics, obsessive-compulsiveness, executive dysfunction, and ADHD, even though they may not be formally diagnosed with those disorders, and educators should familiarize themselves with the strategies or tips for dealing with those conditions. The section on executive dysfunction is particularly important because of the organizational deficits and difficulties making transitions.

Some tips or strategies to consider after determining the student's needs:

Use visual organizers for daily routine, and highlight any changes in routine. Consistent routine and structure reduces stress for the student and the organization and consistency of your classroom environment is one of the key factors in managing the student's deficits. As much as possible, try to stick to a structured routine. Wherever possible prepare the student for potential changes or transitions. Prepare the student for any changes in routine. Because students with Asperger's Disorder generally do not handle transitions well, extra verbal and visual cues may need to be employed in the classroom, as well as providing direct instruction in how to make a transition. Verbal skills tend to be a strength or relative strength, so whenever possible, use verbal cues that are short, direct, and concrete. Remember that students with Asperger's Disorder tend to interpret language very literally, so avoid slang or idiomatic speech. Students with Asperger's Disorder may also have difficulty interpreting tone and facial expressions, so a sarcastic "Oh, that was great!" may inadvertently positively reinforce an inappropriate behavior. And don't count on them understanding that you're trying to give them one of those "meaningful looks" that work so well with their non-Asperger's peers. If the student is doing something inappropriate, do not bother asking them why they are doing it. Tell them in clear, short statements what they should do. When presenting multi-step directions, pause between instructions on multi-step tasks and check for comprehension. Because abstract thinking is challenging, incorporate visual cues and graphics organizers for written expression tasks. Visual editing strips, like those described in the executive dysfunction section of this site, can help the student remember what to do and in what order. If the student appears to be getting agitated or headed for a "melt-down," it may be due to stress from the particular situation or frustration. Avoid situations that might produce "sensory overload" for the student. If the student is getting overwhelmed, help the student make a "graceful exit" to go to some safe place that you've agreed upon where they can relax and calm themselves for a while. Eye contact is difficult for many students with Asperger's Disorder, and on some level, it may be meaningless to them if they don't derive as much information from looking at you as their nonAsperger's peers do. If you do want them to look at you, rather than cueing or demanding eye contact, try holding a prop in your hand when you're speaking to the class. If you change props or what you're holding, the student will be more likely to look at you. Do not expect skills learned in one setting to generalize to another setting. Teach the skill and rehearse it in a variety of settings. Provide clear expectations and rules for behavior. Foster social skills by direct instruction and teach the student how to interact through social stories, modeling and role-playing. Because many students with Asperger's have handwriting deficits, allow extra time for handwritten work and explore the use of word processors. If the student engages in perseverative questioning that interferes with classroom instruction, you can try instructing the student to write the question down and that you will meet with him after class to answer his question. If that doesn't work, talk with the student, state that his questions are creating a problem for his peers and for you, and ask him what he thinks would

work to help him not ask so many questions during class. You may wish to incorporate a private visual signal. Behavior modification plans may work well for some behaviors and some students, but it may engender some "robotic-like" or rigid behaviors. Be particularly sensitive to peer rejection and bullying. You may need to insure that there is added adult supervision in settings like the playground, in the cafeteria, on the school bus, and in the halls (if the students go from room to room on their own). Pre-plan with the student what she will say or do in particular situations if you expect that they will be difficult for her, then quickly review with her afterwards how her plan worked. Arrange for the student to get speech and language services in school to help address the pragmatics of communication and conversational social skills. Provide small-group training in social skills.

Asperger's Syndrome Guide For Teachers


Written by the parents of OASIS Asperger Syndrome Forum Compiled and Edited by Elly Tucker
The following guide was prepared so that families could have a short description of AS and its behaviors to share with their children's teachers. Since all children are different please feel free to use those items which are appropriate for your child and/or make changes and additions as necessary. Cut and paste all or part, make it you own. The parents of AS children who put together this list hope that it will help teachers to better understand some of the characteristics of our children.

Asperger's Syndrome Guide for Teachers

Written by the Members of the OASIS Asperger Syndrome Forum Complied and Edited by Elly Tucker
Hello, we are 's parents. Our child has been diagnosed with Asperger's Syndrome, which is a neurobiological disorder on the autistic spectrum. Children with AS may have difficulty using and understanding nonverbal behaviors and developing appropriate peer relationships ,in part, because their interactions often lack spontaneous exchange. While they often have keen interests and skills in certain subjects, they also may have a great deal of difficulty with organization. AS children may appear to lack in empathy, have difficulty with sensory issues and very often strongly rely on routine. You will learn that our child has many strengths. However, listed below are some issues that may become apparent to you as you work with . Many of the behaviors you will see are NOT under his or her control and they are not a result of malice or willfull misbehavior. At times our child simply does not innately know how to appropriately respond. No doubt, you will learn other strategies which will be helpful and we would appreciate your sharing with us. Please call us at any time if you have questions about our child or Asperger Syndrome. We can be reached at:

General Behaviors
This syndrome is characterized by a sort of "swiss cheese" type of development: that is, some things are learned age-appropriately, while other things may lag behind or be absent. Furthermore, children may have skills years ahead of normal development (for example, a child may understand complex mathematics principles, yet not be able to remember to bring their homework home). It is important to remember that just because the child learns something in one situation this doesn't automatically mean that they remember or are able to generalize the learning to new situations. Our child reacts well to positive and patient styles of teaching. Generally speaking an adult speaking in a calm voice will reap many benefits At times, our child may experience "meltdowns" when nothing may help behavior. At times like this, please allow a "safe and quiet spot" where our child will be allowed to "cool off" Try to take note of what occurred before the meltdown (was it an unexpected change in routine, for example) and it's best to talk "after" the situation has calmed down. When it reaches a point that things in the classroom are going well, it means that we've gotten it RIGHT. It doesn't mean that our child is "cured", "never had a problem" or that "it's time to remove support". Increase demands gradually. Our child may have vocal outbursts or shriek. Be prepared for them, especially when having a difficult time. Also, please let the other children know that this is a way of dealing with stress or fear. When you see anger or other outbursts, our child is not being deliberately difficult. Instead, this is in a "fight/fright/flight" reaction. Think of this as an "electrical circuit overload" (Prevention can sometimes head off situations if you see the warning signs coming). Our child may need help with problem-solving situations. Please be willing to take the time to help with this. When dividing up assignments, please ASSIGN teams rather than have the other children "choose members", because this increases the chances that our child will be left out or teased. Note strengths often and visually. This will give our child the courage to keep on plugging. Foster a classroom atmosphere that supports the acceptance of differences and diversity.

Perseverations
Our child may repeat the same thing over and over again, and you may find this increases as stress increases. It is more helpful if you avoid being pulled into this by answering the same thing over and over or raising your voice or pointing out that the question is being repeated. Instead, try to redirect our child's attention or find an alternative way so he/she can save face. Allowing our child to write down the question or thought and providing a response in writing may break the stresses/cycle.

Transitions
Our child may have a great deal of difficulty with transitions. Having a picture or word schedule may be helpful. Please try to give as much advance notice as possible if there is going to be a change or distruption in the schedule. Giving one or two warnings before a change of activity or schedule may be helpful

Sensory Motor Skills/Auditory Processing


Our child has difficulty understanding a string of directions or too many words at one time Breaking directions down into simple steps is quite helpful Using picture cures or directions my also help

Speaking slower and in smaller phrases can help. Directions are more easily understood if they are repeated clearly, simply and in a variety of ways. Our child may act in a very clumsy way; she may also react very strongly to certain tastes, textures, smells and sounds.

Stimuli
He may get overstimulated by loud noises, lights, strong tastes or textures, because of the hightened sensitivity to these things. With lots of other kids, chaos and noise, please try to help him find a quiet spot to which he can go for some "solace". Unstructured times (such as lunch, break and PE) may prove to be the most difficult for him. Please try to help provide some guidance and extra adults help during these more difficult times. Allow him to "move about" as sitting still for long periods of time can be very difficult (even a 5 minute walk around, with a friend or aide can help a lot).

Visual Cues
Some AS children learn best with visual aides, such as picture schedules, written directions or drawings (other children may do better with verbal instruction) Hand signals may be helpful, especially to reinforce certain messages, such as "wait your turn", "stop talking" (out of turn), or "speak more slowly or softly".

Interrruptions
At times, it may take more than few seconds for my child to repond to questions. He needs to stop what he's thinking, put that somewhere, forumulate an answer and then respond. Please wait patiently for the answer and encourage others to do the same. Otherwise, he will will have to start over again. When someone tries to help by finishing his sentences or interrupting, he often has to go back and start over to get the train of thought back.

Eye Contact
At times, it looks as if my child is not listening to you when he really is. Don't assume that because he is not looking at you that he is not hearing you. Unlike most of us, sometimes forcing eye contact BREAKS her concentration She may actually hear and understand you better if not forced to look directly at your eyes.

Social Skills and Friendships


Herein lies one of the biggest challenges for AS children. They may want to make friends very badly, yet not have a clue as to how to go about it. Identifying 1 or 2 empathetic students who can serve as "buddies" will help the child feel as though the world is a friendlier place Talking with the other members of the class may help, if done in a positive way and with the permission of the family. For example, talking about the fact tha many or most of us have challenges and that the AS childs challenge is that he cannot read social situations well, just as others may need glasses or hearing aides. Students with Asperger's Syndrome may be at greater risk for becoming "victims" of bullying behavior by other students. This is caused by a couple of factors:

1. There is a great likelihood that the reponse or "rise" that the "bully" gets from the Asperger child reinforces this kind of behavior 2. Asperger kids want to be included and/or liked so badly that they are reluctant to "tell" on the bully, fearing rejection from the perpetrator or other students.

Routine
This is very important to most AS children, but can be very difficult to attain on a regular basis in our world. Please let our child know of any anticipated changes as soon as you know them, especially with picture or word schedules. Let him know, if possible, when there will be a substitute teacher or a field trip occurring during regular school hours.

Language
Although his vocabulary and use of language may seem high, AS children may not know the meaning of what they are saying even though the words sound correct. Sarcasm and some forums of humor are often not understood by my child. Even explanations of what is meant may not clarify, because the perspectives of AS child can be unique and, at times, immovable.

Organizational Skills
Our child lacks the ability of remember a lot of information or how to retrieve that information for its use. It may be helpful to develop schedules (picture or written) for him. Please post schedules and homework assignments on the board and make a copy for him. Please make sure that these assignments get put into his backpack because he can't always be counted on to get everything home with out some help. If necessary allow her to copy the notes of other children or provide her with a copy Many AS children are also dysgraphic and they are unable to listen to you talk, read the board and take notes at the same time.

A Final Word
At times, some of my child's behaviors may be aggravating and annoying to you and to members of his class. Please know that this is normal and expected. Try not to let the difficult days color the fact that YOU are a wonderful teacher with a challenging situation and that nothing works all of the time (and some things don't even work most of the time). You will also be treated to a new and very unique view of the world that will entertain and fascinate you at times. Please feel free to share with us whatever you would like. We have heard it before. It will not shock us or make us think poorly of you. Communication is the key and by working together as a team we can provide the best for our child. Thank you very much.

Children with Asperger's Disorder may present a challenge for educators. While they appear capable and are good with memorization and factual information, they may be weak in comprehension and cognitively inflexible. Educators need to capitalize on the abilities of these children, discovering their strengths and interests in order to develop their talents.

People with Asperger's Disorder particularly need assistance in developing their social and communication skills. Children and young adults who receive social and communications skills training are better able to express themselves, understand language and become more skillful at communicating with others, increasing their likelihood of successful social interactions. Early intervention means a better chance for independent living and further education. While few programs are designed specifically to address Asperger's Disorder, some of the treatment approaches used for people with high-functioning autism, such as Applied Behavioral Analysis (ABA) and Treatment & Education of Autistic and Related Communication of Handicapped Children (TEACCH), may be appropriate for a person with Aspergers Syndrome. ABA is based on the idea that behavior rewarded will more likely be repeated. ABA is typically done on a one-to-one basis and may focus on specific behaviors and communication skills. TEACCH was developed at the School of Medicine at the University of North Carolina as a structured teaching approach that uses the child's visual and rote memory strengths to improve communication, social and coping skills. Pictures and charts that show a daily schedule help the child with Asperger's Disorder to anticipate what will happen during the day. This is particularly important for children with Asperger's Disorder since they usually have difficulties with changes in routine.

Educational Issues
Because children with Asperger's Disorder may be only mildly affected, they may begin school prior to being diagnosed. During the elementary years, behavioral issues and immaturity may be a problem but academically these children frequently do quite well. Their ability to memorize information, do calculations and focus intensively serves them well. But as they move through the school system, difficulties with social skills, language and obsessive behaviors become more problematic and may leave them vulnerable to teasing from classmates. Getting special education services may be difficult because children with AS have normal or above-normal intelligence and appear capable. However, every child with disabilities is guaranteed a free, appropriate public education through the Individuals with Disabilities Education Improvement Act (IDEIA). Keep in mind that IDEIA establishes that an appropriate educational program must be provided, not necessarily an "ideal" program or the one you feel is best for your child. The law specifies that educational placement should be determined individually for each child, based on that child's specific needs, not solely on the diagnosis or category. No one program or amount of services is appropriate for all children with disabilities. It is important that you work with the school to obtain the educational support and services that your child needs.

The first step should be a comprehensive needs assessment that will become the blueprint for your child's educational plan. Then, in collaboration with your child's school and teachers, you should develop a well-defined and thorough Individualized Education Plan (IEP). The IEP is a written document that outlines the child's individual educational program, tailored to his or her needs. A program appropriate for one child with Asperger's Disorder may not be appropriate for another. While many children with Asperger's Disorder may participate in mainstream society, they still need support services. Teachers need to be informed that these children are not simply acting up or being difficult. Counselors can provide emotional support and assist with social skills, helping children with AS to learn how to react to social cues and situations. Children with Asperger's Disorder may have a "buddy" who serves as a role model for social situations and may facilitate interactions with others by explaining appropriate behavior. Speech and language therapists may help in the use of appropriate language, and occupational therapists can deal with delays in motor development. Dr. Stephen Bauer, a developmental pediatrician at the Pediatric Development Center of Unity Health in Rochester, New York, suggests that the most important step in helping children with Asperger's Disorder is for schools to recognize that the child has "an inherent developmental disorder which causes him/her to behave and respond in a different way from other students." Because children with Asperger's Disorder respond best to a regular, organized routine, Bauer recommends the use of charts and pictures to help the child visualize the day and to prepare him or her for any changes in advance. Bauer also emphasizes the need to avoid power struggles since children with Asperger's Disorder will become more rigid and stubborn if confronted or forced. Aspergers Syndrome and Education By: Susan Lund At first, we didnt realize our son had a problem. His development had progressed normally compared to other children his age. His speech and vocabulary were miles ahead of his peers. However, Jonathon was about six months old when we began to notice he hated sudden loud noises, and would cry from hearing a vacuum cleaner or a power tool. Faces that appeared unusual, clown faces or faces with heavy makeup, scared him. He did not like areas with unstructured noise, like a swimming pool or an auditorium. Otherwise, Jon zoned out sounds around him. You could talk to him, even in a quiet room, and he

would ignore you. Daycare providers were totally baffled by his reactions to things. Something would set off a crying fit or he would start hitting another child, apparently for no reason. Teachers viewed Jon as a behavior problem when in actuality, Jons problem was developmental. His brain worked differently than most people. Jon has been diagnosed with Aspergers Syndrome. Asperger Syndrome is a mild, high functioning form of autism (Bauer, 1996). It is often grouped with four other conditions called autistic spectrum disorders or pervasive developmental disorders (Mayo Clinic, 2006). These disorders can vary in severity, but basically are characterized by problems with social skills and communication. Aspergers Syndrome is considered one of the milder disorders on the autism spectrum. (Bauer, 1996) Most people with Aspergers Syndrome range in intelligence from normal to superior. In general, their IQs are age appropriate. Compared to other autism disorders Asperger children have normal basic language skills. However, their social skills are poor. They may have difficulties understanding slang, body language, or teasing ways some people use to communicate. This can cause social problems, since they cannot interpret what others are saying. (Bauer, 1996; APA, 2000 as cited in Bauer, 1996). Children with Aspergers also experience language problems. They sometimes have socially and emotionally inappropriate responses, or repeat words or phrases over and over. (Gillberg as cited in Bauer, 1996). Asperger children also experience intense, limited interests, and an extreme preoccupation with parts of objects (Bauer, 1996; APA, 2000 as cited in Bauer, 1996) and social awkwardness. Less structured settings such as the cafeteria, physical education, or buses, where routines and expectations are less clear, tend to be difficult for Aspergers children. (Bauer, 1996) The most obvious characteristic of Aspergers is their preoccupation with special interests. They latch on to a specific topic, and then research it to death. They want to learn everything they possibly can about their particular interest.

Interests may range from maps, astronomy, weather, dryers, vacuum cleaners, dinosaurs, Pokemon, rockets, you name it. In some cases, childhood fascinations turn into life-long careers. (Bauer, 1996). There are various classroom accommodations that can be arranged for students with Aspergers Syndrome. Teachers should keep classroom routines as consistent, structured, and predictable as possible. When there is a change from the normal routine, prepare the student in advance. Staff should take advantage of the childs areas of special interest, since the child will learn best when their special interest is on the agenda. Special interests can also be used as a reward to a child for successful completion of work. Use visuals to teach as much as possible - schedules, charts, lists, pictures. Break down and simplify abstract language and concepts. Care should be taken to protect the child from teasing both From Spirit Lake Consulting, Inc. 1 Disability Access Project in and out of the classroom, since it is one of the greatest sources of anxiety for older children. (Bauer, 1996) Parents who care for children who have Asperger Syndrome know that there must be modifications made in the home in order to facilitate academic success. To do this, create an area that is only used for homework and supervise the childs assignments (Attwood, 2000; Holliday-Willey, 2000). If the child has trouble remembering assignments, etc. get a small recorder for the child to use in class. Teacher instructions will then be recorded for later use. Get a homework planner and teach child to use it to write down assignments or see that his/her aide or teacher writes down assignments in the planner. (Attwood, 2000). Have lots of shelves, bins, boxes, and file cabinets, anything that will serve the purpose of organizing school stuff. (Holliday-Willey, 2000) Then, help your child get organized and help her maintain that organization. Be sure to keep your child on a specific schedule as Aspergers children need routine; the more consistent, the better. Last, establish some sort of reward system for completing homework. (Holliday-

Willey, 2000) Realize that there are special education services out there for your child that he/she is entitled to. Do some research, or contact your local school district. If those accommodations are not provided and a childs needs are not met, the child may become frustrated, angry, or depressed. The child may act out aggressively, run and hide, or shut down completely and refuse to do any homework at all. When he was in third grade, Jon stood up in the middle of class, ripped his homework in two, said, I cant do this, and walked out of the classroom. Another time in sixth grade, my son curled up beside the wall of a school hallway and refused to move. Students and teachers were in the hallway at the time. He was over-stressed and had shut down completely. Hiding in his head allowed him to shut out the commotion around him. If stress is not alleviated by numerous breaks or appropriate teaching styles, the Asperger child may become anxious and develop problems with paranoia or clinical depression (Bauer, 1996). At the time of the writing of this article, our son was 14 years old and in 9th grade. Jon was very much afraid of crowds at this point in his life. He could not stand to go in a Wal-mart or a K-mart. He tolerated restaurants, but would refuse to use the mens room alone. At 14 years of age, he still needed his father or some other male figure to take him to the restroom. Jon has been a victim of the ups and downs of our school system. He had good years, where the education providers adjusted their thinking and accommodated his needs. But he also had years where teachers refused to change their ways of doing things. These years have contributed to many paranoias and fears in my son. At the time of this article, Jon was on the verge of shutting down and giving up. He had very little hope for a successful future. Jon had just transitioned to a new school. The educational system was broken into three levels grade school, middle school, high school. As opposed to a smaller system of grades 1-12, children attended a grade school (grades 1-5), then moved

to a middle school (grades 6-8), and finally were transferred to a high school (grades 9-12). With each transition, Jon had new people to teach him. Each transfer to a new school brought days, weeks, even months of stress to Jonathon as my husband and I tried to teach the teachers methods of instructing our son. Some teachers were open to suggestions, some were defensive about their methods. If you want to teach children with Aspergers Syndrome, teachers must understand that traditional methods of teaching (lectures, large classes, strict discipline, too much commotion) will not work. Teachers must be open to trying different methods of teaching From Spirit Lake Consulting, Inc. 2 Disability Access Project and be positive about them, as children with Aspergers will sense negative feelings and shut down. Teachers should be sensitive and caring and understand that odd behaviors or a failure to do homework does not mean the child is purposefully misbehaving. They should also realize that they should not be offended if an Asperger child criticizes them. If the child is not cooperating, teachers and administrators must look for a reason why is the child overwhelmed, confused, upset, lost? When a child with Aspergers is not on task or visibly upset, the best thing a teacher can do is remove him/her from the current situation. Give the child a break. Go to a quiet isolated place and ask them what is going on in their mind. Keep calm, patient, and speak slowly and clearly. Children with Aspergers overreact to anxious, hyper, irritated, disapproving emotions. Be kind and courteous. When you are attentive to a child with Aspergers syndrome, they will sense that and open up to you. The learning will follow, naturally. REFERENCES American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders, 4th Edition. (Revised). Washington, D.C.: Author. Attwood, 2000, T. (2000, April). Should children with an Autistic Spectrum Disorder be exempted from doing homework? Retrieved November 6, 2006 from Tony Attwood, 2000s Web site: http://www.tonyAttwood, 2000.com.au/paper8.htm.

Bauer, 1996, S. (1996). Asperger Syndrome. Retrieved January 10, 2007, from O.A.S.I.S. (Online Asperger Syndrome Information and Support) Web site: http://www.udel.edu/bkirby/asperger/as_thru_years.html. Holliday-Willey, L. (Summer Issue, 2000). Building a Better Homework System. The Morning News, 12(2), 7-9. Mayo Clinic, 2006. (2006, November 17). Aspergers syndrome. Retrieved from the Mayo Clinic, 2006 Web site: http://www.mayoclinic.com/health/aspergerssyndrome/ DS00551. From

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