Abstract
M.Ed.
Asperger's Syndrome derives its name from Austrian Pediatrician Hans Asperger who described this syndrome in 1944. Asperger's Syndrome is a Pervasive Developmental Disorder on the Autism Spectrum and therefore shares many commonalities with autism, including restricted social abilities as well as repetitive behaviours. However, children diagnosed with Asperger's Syndrome have well developed language ability and their cognitive ability is not impaired. Due to their unique difficulties, learners with AS present very specific needs in terms of support in order for them to thrive within a mainstream learning environment.
The aim of the stUdy is to investigate and describe the experiences of two learners diagnosed with Asperger's Syndrome in a mainstream secondary school
In order to gain possible answers to the research questions posed, the researcher has attempted to gain an in-depth understanding of the cases who have volunteered for this study. This was done via a phenomenological casestUdy
design using a variety of data sources in order to gain a holistic view of each case.
The results of the study suggest that there is no single means of support that would be the answer to assisting these learners but that a combination of various methods should be used in order to fulfil the various needs they have, particLilarly
within the South African context where this study has been conducted. A recommendation has therefore been made with the backdrop of the bioecological
model and the South African context in mind. This recommendation involves a multi-model approach which seems most suitable in terms of meeting the myriad needs of these learners.