Abstract
M.Ed. (Educational Psychology)
The difficulties experienced by children with Asperger’s Syndrome are complex and
pervasive. Furthermore, the impact of successfully accommodating such children
into mainstream, mixed abilities classes is of considerable benefit to the special
needs as well as the mainstream learners.
The aim of this enquiry was to identify the support needs of a boy diagnosed with
Asperger’s syndrome in his transition from a special needs class to an inclusive
mainstream education setting.
The research is done from within a critical paradigm from a social constructivist
theoretical framework in order to seek to understand of the world in which this
learner and teachers live and work. The researcher used an interpretive approach to
explore the data. A single case study design was used. The research sample
comprised of one learner with Asperger’s Syndrome, his mother and two mainstream
teachers. Once informed consent was obtained, data were generated by means of
semi-structured interviews which were captured on an audio-recorder. The
researcher analysed the data (transcribed interviews) through the inductive process
of content analysis to uncover the primary themes as described by the participants. It
was found that the participants’ experiences could be categorised into themes that
highlighted the need for extensive support; whole school preparedness; monitoring
classroom practises and dealing with challenging behaviour.
From the themes that emerged it is evident that the child’s experiences had a
significant positive impact on his transition from a special needs class/school to a
mainstream educational setting. From this case study, it is evident that learners with
Asperger’s Syndrome need various services and resources to promote their
functioning within a mainstream school environment. Teaching learners with
Asperger’s Syndrome can pose various challenges to teachers, and teachers will
need support from other professionals and additional or specialised in-service
training to assist them with implementing effective educational practices within their
classrooms with learners with Asperger’s Syndrome. The researcher hopes that this inquiry will give the reader insight into the
complexities of the transition from the remedial school environment to the
mainstream school environment.