Abstract
M.Ed.
A few pupils attending schools for extraordinary education have been diagnosed as children with Asperger 'syndrome. The change in diagnostic criteria in the DSM-IV and accompanying redefining of Asperger syndrome brought about an increase in diagnosing as well as a greater awareness of this syndrome. The most important characteristic of Asperger syndrome is the serious and continuous effect it has on the child's social interaction. This syndrome affects the whole functioning of the child and these children demand much more of their educators. There is, however, no clarity concerning the specific problems the parents of children with Aspergersyndrome encounter and educational psychologists are not sure to what extent the parents of these children are in need of guidance in the handling of their children's educational and developmental problems. Because of the above-mentioned uncertainties the following research questions are asked: How do parents of children with Asperger syndrome experience their children's dysfunctional social dynamics? What guidelines can be given to the educational psychologist when advising parents on how to handle their children with Asperger syndrome? By means of a literary study the educational situation of the child with Asperger syndrome is explored first. The diagnosing, typical symptoms and associated characteristics of these children, educational involvement with these children and parental guidance from an educational psychological perspective, is mentioned. The research done in this study is qualitative, exploratory, descriptive and contextual and aims to bring about insight and understanding in the experience and needs of parents with children who have Asperger syndrome. The research method used, was the interviewing of parents of children with Asperger syndrome and the data received was analysed by means of an inductive and descriptive method of analysis. Four themes were determined: (1) the parents' experience of the social disfunction of their children with Asperger syndrome, (2) the influence that a child with Asperger syndrome has on relationships inside and outside the nuclear family, (3) the more complicated and demanding educational involvement of a parent of a child with Asperger syndrome and (4) the need for and realization of parental support and guidance of parents of children with Asperger syndrome. A number of guidelines, based on the themes identified by the analysis of the data have been developed for educational psychologists in their guidance of these parents. To conclude - research has indicated that the educational psychologist guiding the parents of children with Asperger syndrome ought to, have the necessary therapeutic skills, be a knowledgable specialist in the field of Asperger syndrome (and pervasive developmental disorders), be objective and professional and have the required knowledge and skills concerning teacher-guidance and group-leadership. It has also been established that parents of children with Asperger syndrome don't always have the educational skills to comply with their child's special needs and thus, in need off parental guidance. The parents, however, find themselves in an unique family unit which results in the fact that parental guidance cannot be prescribed in an encompassing model but has to be adapted to the practical- and emotional needs of each individual family unit.