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Students with Asperger’s Syndrome in an Inclusive Secondary School Environment: Teachers’, Parents’, and Students’ Perspectives

Published online by Cambridge University Press:  26 February 2016

Ian Hay  and
Stephen Winn
Ian Hay*
Affiliation:
The University of Queensland
Stephen Winn
Affiliation:
Griffith University
*
Ian Hay, School of Education, The University of Queensland, Brisbane 4072, Australia, Email [email protected]
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Extract

This qualitative study used focus groups and interviews to investigate the inclusion of students with Asperger’s Syndrome (AS) into secondary education from the perspectives of: general teachers; special education teachers; students with AS; and their parents (N = 122). Across the four cohorts, five main themes emerged, however, different cohorts concentrated more on one theme than another. Mainstream teachers concentrated more on the nature of the AS condition and its influence on behaviour and social interactions; special education teachers on collaboration and relationships; parents on burnout and a lack of services; and the students with AS on the notion special educators worked hard to assist others. The fifth theme across the four cohorts was the quality of school facilities. The study found that diversity was both an inter‐cohort and an intra‐cohort variable. The research provides insight into how inclusive practice can be enhanced and why it is a complex, dynamic and multidimensional concept.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 29 , Issue 2 , 2005 , pp. 140 - 154
Copyright
Copyright © The Australian Association of Special Education 2005

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