Hostname: page-component-78c5997874-94fs2 Total loading time: 0 Render date: 2024-11-05T19:39:16.052Z Has data issue: false hasContentIssue false
  • English
  • Français

Effective Teaching for Students with Asperger’s Syndrome in the Regular Classroom

Published online by Cambridge University Press:  26 February 2016

Johann le Roux ,
Lorraine Graham  and
Suzanne Carrington
Johann le Roux
Affiliation:
University of New England
Lorraine Graham*
Affiliation:
University of New England
Suzanne Carrington
Affiliation:
Queensland University of Technology
*
Address for: Dr Lorraine Graham. University of New England, School of Education Studies. University of New England, Armidale NSW 2351. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper investigates issues surrounding the inclusion of students with Asperger’s Syndrome in primary school classrooms by first identifying the unique needs of these students, and secondly, by examining some strategies which can facilitate the inclusion of these students into inclusive school settings. These effective methods take into account physical factors within the classroom, the predictability of instructional routines, and building on students’ pre‐existing knowledge in order to enhance their productivity. The approaches to instruction discussed in this paper are particularly valuable because they are appropriate to the needs of many students in the regular classroom.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 22 , Issue 2 , 1998 , pp. 122 - 128
Copyright
Copyright © The Australian Association of Special Education 1998

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Asperger, H. (1944). Die “autistischen Psychopathen” im kindesalter. Archiv fur Psychiatric und Nervenkrankheiten, 177, 76–137.CrossRefGoogle Scholar
Ballard, K. (1995). Inclusion in practice: A case study of metatheory and action. Paper presented at the symposium Inclusion and Exclusion, University of Cambridge, July.Google Scholar
Batten, M., Marland, P., & Khamis, M. (1993). Knowing how to teach well. Hawthorn Victoria: Australian Council for Educational Research.Google Scholar
Bauer, S. (1996). Asperger Syndrome. New York: Developmental Unit of Genesee Hospital.Google Scholar
Brown, R. (1995). Dynamics of inclusion: Emotions and practices. Paper presented at the 19th Annual Conference, Australian Association of Special Education, Darwin.Google Scholar
Burden, A. (1995). Inclusion as an educational approach in assisting people with disabilities. Educare 24 (2), 44–56.Google Scholar
Carrington, S.B., & Graham, L. (1997). Let’s work together! Educating students with special needs in the regular classroom. Special Education Perspectives 6(1), 5–9.Google Scholar
Delong, G., & Dwyer, J. (1988). Correlation of family history with specific autistic subgroups: Asperger’s Syndrome and Bipolar Affective Disease. Journal of Autism and Developmental Disorders, 18, 593–601.CrossRefGoogle ScholarPubMed
Eaves, L. Ho, H., & Eaves, D. (1994). Subtypes of Autism by cluster analysis. Journal of Autism and Developmental Disorders, 24, 3–22.CrossRefGoogle ScholarPubMed
Foreman, P. (Ed.). (1996). Integration and Inclusion in action. Sydney: Harcourt Brace.Google Scholar
Forlin, C., Hattie, J., & Douglas, G. (1996). Inclusion: Is it stressful for teachers? Journal of Intellectual and Developmental Disability, 21, 199–217.CrossRefGoogle Scholar
Frith, U. (1991). Autism and Asperger’s Syndrome. Cambridge: University Press.CrossRefGoogle Scholar
Gillberg, C. (1985). Asperger’s syndrome and recurrent psychosis -A case study. Journal of Autism and Developmental Disorders, 15, 389–395.CrossRefGoogle ScholarPubMed
Giorcelli, L. (1995). An impulse to soar: Sanitisation, silencing and Special Education. Keynote presentation at the 19th Annual Conference, Australian Association of Special Education, Darwin.Google Scholar
Goble, D. (1995). Asperger’s syndrome and autistic spectrum disorders: Diagnosis, aetiology and intervention strategies. Australasian Journal of Special Education 19(1), 17–28.Google Scholar
Grebenstein, E. (1995). Once the shouting dies down. Educational Leadership, 52 (4), 87.Google Scholar
Happe, F. (1995). Autism. London: UCL Press.Google ScholarPubMed
Kauffman, J., & Hallahan, D. (Eds.). (1995). The illusion of full inclusion. A comprehensive critique of a current special education bandwagon. Austin, Texas: Pro-Ed.Google Scholar
Lewis, A. (1992). From planning to practice. British Journal of Special Education, 19(1), 24–27.CrossRefGoogle Scholar
Muir, G. (1995). Equality, vitality, diversity. An integrated education system. Education Australia, 29, 15–18.Google Scholar
Rickarby, G., Carruthers, A., & Mitchell, M. (1991). Biological factors associated with Asperger Syndrome. Journal of Autism and Developmental Disorders, 21, 341–354.CrossRefGoogle ScholarPubMed
Rowe, M. (1986). Wait time: Slowing down may be a way of speeding up. Journal of Teacher Education, 37(1), 43–50.CrossRefGoogle Scholar
Saliba, J., & Griffiths, M. (1990). Autism of the Asperger type associated with autosomal fragile site. Journal of Autism and Developmental Disorders, 20, 569–576.CrossRefGoogle ScholarPubMed
Sapon-Shevin, M. (1995). Can inclusion work? A conversation with Jim Kauffman and Maria Sapon-Shervin. Educational Leadership, 52(4), 7–11.Google Scholar
Sebba, J., & Ainscow, M. (1996). International developments in inclusive schooling: Mapping the issues. Cambridge Journal of Education, 26(1), 5–18.CrossRefGoogle Scholar
Shanker, A. (1995). Full inclusion is neither free nor appropriate. Educational Leadership, 52(4), 18–21.Google Scholar
Slee, R. (1996). Inclusive schooling in Australia? Not yet! Cambridge Journal of Education, 26(1), 19–32.CrossRefGoogle Scholar
Stradling, R., Saunders, L., & Weston, P. (1991). Differentiation in action. London: HSMO.Google Scholar
UNESCO (1994). The Salamanca Statement and Framework on Special Needs Education. Paris: UNESCO.Google Scholar
Westwood, P. (1996). Effective teaching. Australian Journal of Teacher Education, 27(1), 34–44.Google Scholar
Williams, K. (995). Understanding the student with Asperger syndrome: Guidelines for teachers. Focus on Autistic Behavior, 10(2), 1–7.Google Scholar
Whiting, M., & Young, J. (1996). Inclusive education: A question of justice. Australasian Journal of Special Education, 20(2), 29–39.CrossRefGoogle Scholar
Wong, B. (1996). The ABCs of learning disabilities. San Diego; Academic Press.Google Scholar