A phenomenological study: the social world of five adolescents who have Asperger's syndrome

This phenomenological study investigated the social experiences and perceptions of friendship among teenagers diagnosed with Asperger's syndrome. Data were collected through the use of semi-structured interviews from five secondary school students in Australia. Data analysis resulted in the identification of a number of recurring themes used to illustrate the words of the young people in the study. These themes and words inform the reader by providing real experience of the characteristics of people who have Asperger's Syndrome that are emerging in the growing research: (1) description of social experiences - both difficult and satisfactory (2) description of hostile encounters with peers (3) need for following rules and (4) 'masquerading'. Masquerading is a term used to describe the facade, which some individuals with Asperger's syndrome adopt in order to mask their social differences. This type of study enables professionals to enter the worlds of adolescents who have Asperger's syndrome, by describing and analyzing the social phenomena found there. Although professionals have the goal of assisting young people with Asperger's syndrome to participate in ,socially accepted ways', there is also an obligation to recognise and value different persons' social perspectives. The findings of this study could inform a more subtle approach to social skill programmes for adolescents with Asperger's syndrom

Asperger's syndrome: learner characteristics and teaching strategies

Students with Asperger's syndrome present a particular challenge for their parents, teachers, and peers. Therefore it is important for teachers working in inclusive settings to become aware of the unique needs of these students. In this paper, challenges for students with Asperger's syndrome are discussed in terms of five aspects; communication, motor clumsiness, obsessional interests, attention and social skills. These characteristics are discussed in a wav that will facilitate teachers' understanding of the difficulties associated with student participation in the school environment. Challenges for teachers are discussed under the headings: inclusive schooling; need for a structured program; behaviour management; communication; and creativity in planning. Adaptive and compensatory strategies for teachers are described which will facilitate learning and participation of students with Asperger's syndrome in the regular classroom

Accommodating Asperger's: an autoethnography on the learning experience in an e-learning music education program

Thesis (D.M.A.)--Boston UniversityA student with Asperger's Syndrome faces a complex myriad of learning disabilities and social difficulties. The co-morbid conditions of dyslexia, Obsessive Compulsive Disorder, Attention Deficit Disorder, Attention Deficit Hyperactive Disorder and anxiety further complicate Asperger's Syndrome. Asperger's Syndrome and these conditions, singularly and in combination, have the potential to significantly hamper a student's achievement and success in learning environments. I am a person with Asperger's Syndrome, formerly diagnosed as Autism Spectrum Disorder-High Functioning, engaged in Boston University's Doctorate in Music Education Program delivered via E-learning modalities. The research question, "How does the E-learning modality serve the needs of a student with Asperger's Syndrome in the field of music education?" was a direct product of my personal experience with the convergence of E-learning, music education and Asperger's Syndrome. Autoethnography was employed as the research strategy to explore this convergence. The primary data source was a journal spanning almost three decades in conjunction with artifacts and other data sources. The data analysis and interpretation was completed through self-reflective and selfnarrative writing. The findings of this study, suggest that while E-learning modalities present both positives and negatives for students with Asperger's Syndrome; the potential to alleviate many of the challenges they face makes this is an excellent alternative to the traditional classroom educational delivery method in the field of music education. Further this research highlights the importance for educators to reflect on their own teaching methods and the profession to continually evaluate the methods utilized in delivering content and assessing achievement

Asperger\u27s Syndrome in the Classroom

In lieu of an abstract, below is the essay\u27s first paragraph.A German doctor, Hans Asperger, first described Asperger\u27s syndrome in 1944. Asperger\u27s syndrome, AS, has been classified as a type of autism, which itself was first described in 1943. Although no two children that suffer from AS are alike, typically [they are] viewed as eccentric and peculiar by classmates ... [they] lack understanding of human relationships and the rules of social convention; they are naive and conspicuously lacking in common sense (Williams). However, children with AS are noted to be of average to above-average intelligence and are characterized to have rote memories of high capacity

Sex differences in the timing of identification among children and adults with autism spectrum disorders

To examine differences by sex in the timing of identification of individuals with autism spectrum disorders (ASD), survey data were collected in the Netherlands from 2,275 males and females with autistic disorder, Asperger's syndrome and PDD-NOS. Among participants <18 years of age, females with Asperger's syndrome were identified later than males. Among participants ≥18 years of age, females with autistic disorder were identified later than males. In more recent years, girls with Asperger's syndrome are diagnosed later than boys, confirming earlier findings. In adults, the delayed timing of diagnosis in females with autistic disorder may be related to changing practices in diagnosis over time. Strategies for changing clinician behaviour to improve recognition of ASD in females are needed. © 2012 Springer Science+Business Media, LLC

An Analysis of Asperger’s Syndrome in a Brilliant Young Mind (X+Y) Movie

This research investigated the Asperger's Syndrome experienced by Nathan in A Brilliant Young Mind (X+Y) (2014) movie. Nathan is a nine-year-old boy who grew up with Autism Spectrum Disorder types called Asperger's Syndrome because he has shown two out of three main characteristics in the movie with six sub-characteristics included. With these characteristics, Nathan tends to have difficulties in mingling with society. The aim of this study is to identify the characteristics of Asperger’s syndrome that shows in A Brilliant Young Mind (X+Y) (2014) movie. The data in this research were taken from A Brilliant Young Mind (X+Y) (2014) movie and script directed by Morgan Matthews. In analyzing this movie, the theory formulated by Mesibov, Shea &amp; Adams (2001) was used to analyze the characteristics of Asperger's Syndrome that Nathan suffered. This research used the qualitative method. The finding shows that there are six sub-characteristics of the Asperger's Syndrome that Nathan has; impairment in multiple nonverbal behaviors, difficulty in building a friendship, a lack of sharing pleasure, readability, or achievement with others, having social or temperamental retaliation, routines or ritual which never changes, and having an interest in a particular subject. Keywords: autism spectrum disorder, Asperger's syndrome, Asperger's syndrome’s characteristics, psychoanalysi

Pragmatic disorders and their social impact

Pragmatic disorders in children and adults have been the focus of clinical investigations for approximately 40 years. In that time, clinicians and researchers have established a diverse range of pragmatic phenomena that are disrupted in these disorders. Pragmatic deficits include problems with the use and understanding of speech acts, the processing of non-literal language, failure to adhere to Gricean maxims in conversation and discourse deficits. These deficits are found in several clinical populations including individuals with autistic spectrum disorders, schizophrenia, traumatic brain injury and right-hemisphere damage. However, what is less often investigated is the social impact of pragmatic disorders on the children and adults who are affected by them. In this paper, I examine what is known about pragmatic disorders in these clinical groups. I then consider the wider social consequences of these disorders, where consequences are broadly construed to include factors that act as indicators of social adjustment

Perceptions Of School By Two Teenage Boys With Asperger Syndrome And Their Mothers: A Qualitative Study

This qualitative study aimed to develop an understanding of the challenges faced by teenage boys with Asperger syndrome and their mothers. A case study approach was used to collect data from two 13-year-old boys who have Asperger syndrome and their mothers in Queensland, Australia. Data were collected through the use of semi¬structured interviews. The words of the boys and their mothers provide a valuable insight into the personal experiences and feelings of the par¬ticipants. An inductive approach to data analysis identified four themes: (1) developmental differences; (2) problems associated with the general characteristics of Asperger syndrome (i.e. communication and social difficulties, restricted range of interests, a need for routine); (3) stress; and (4) 'masquerading'. The first three themes relate strongly to the current literature, but the emergence of masquerading is of particular interest in developing a fuller understanding of the experiences of individuals with Asperger syndrome at school

Peran Fasilitator dalam Upaya Meningkatkan Keterampilan Sosial Peserta Didik Sindrom Asperger di Sekolah Alam Saka Kediri

Asperger's syndrome is a developmental disorder of social interaction, communication and behavior. Asperger's syndrome is also known as the little professor syndrome because it has a unique behavior, way of thinking and communicating. The existence of obstacles regarding social skills experienced by students with social skills requires that schools have the sensitivity to participate in supporting students' social skills. Social and communication skills are very important for students to be able to show their emotions and feelings appropriately. The research method used in this study is a qualitative research method with data collection techniques of interviews, observation and documentation. This study uses behavioristic theory to find out how the role of the facilitator is in improving students' social abilities by assessing the four main activities, namely: making friends, studying, worshiping and doing activities. The role of the facilitator and the natural school concept promoted by the Sekolah Alam SAKA Kediri contribute to changes in students with Asperger's syndrome.

Learners with Asperger's syndrome: guidelines for teachers in inclusive education settings

Learners with Asperger's Syndrome are educated in inclusive education settings. As a result of the recent trend of `inclusion' all teachers may be required to educate all learners in their regular classrooms. This research attempted to explore the nature of Asperger's Syndrome as well as inclusive education in order to develop practical guidelines for teachers of learners with Asperger's Syndrome in regular schools. The interview responses of eight parents of learners with Asperger's Syndrome as well as the observation of these learners are reported. The results of the interviews and observations, were corroborated with the literature study in order to outline guidelines which would ensure that teachers will cater for the needs of these learners and support their inclusion in the inclusive settings successfully. Results of this study indicated that knowledge of Asperger's Syndrome and guidelines for accommodating the impairments of these learners is the first step towards successful inclusion.Educational StudiesThesis (M. Ed.