Apergers syndrome

I have chosen this subject because one of the pupils in my stage two, year four class, has been diagnosed with Asperger’s syndrome and is treated by the school in accordance with that diagnosis. Since I have not encountered a student with this disorder before; I believe it would be a beneficial area for me to explore in depth and observe the relationship between theory and practice.

In order to understand Asperger’s syndrome a teacher must be able to understand and recognise the characteristic behaviour that accompanies the disorder. An understanding of the diagnostic methods and the relevant theory relating to Asperger's Syndrome would give a teacher these tools.

“Both Autism and Asperger's Syndrome share the core features of impaired social interaction; repetitive stereotypical patterns of behaviour and activities; inflexible thinking; and lack of imaginative play.” (Wing and Gould, 1979. Page 10.)

It can be seen from the above reference that a diagnosis of a child with Asperger's Syndrome would need to examine specific aspects of social, language, cognitive and movement s

The above are only some of the characteristics listed for the identification of Asperger's Syndrome in school, in one of the articles provided by the school (complete form attached) It can be seen that there are a range of behaviours and more specifically, behaviours in identifiable areas which can lead a teacher to recognise a dysfunctional pupil in the classroom.

From my personal observation and discussion with the student with Asperger's Syndrome and the teachers, I am aware that this student has a liking for music and responds well when in the music class. He also is interested in computer games and can maintain his focus longer when playing them. Discussion with him revealed an articulate child with a well-developed sense of humour.

Some topics in this essay:
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