The Identification of Sensory Processing Difficulties of Learners Experiencing Asperger's Syndrome (AS) in Two Mainstream Grade R Classes

Autor/inn/en	de Jager, Petronella; Condy, Janet
Titel	The Identification of Sensory Processing Difficulties of Learners Experiencing Asperger's Syndrome (AS) in Two Mainstream Grade R Classes
Quelle	In: South African Journal of Childhood Education, 1 (2011) 2, S.11-26 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Asperger Syndrome; Perceptual Impairments; Early Childhood Education; Preschool Children; Foreign Countries; Case Studies; Interviews; Observation; Inclusion; Preschool Teachers; Perceptual Motor Coordination; South Africa + Suchen Sie Ihr Suchwort? Asperger-Syndrom; Perceptual handicaps; Wahrnehmungsstörung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Inklusion; Erzieher; Erzieherin; Kindergärtnerin; Körperkoordination; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The purpose of this study is to explore the sensory processing difficulties of Grade R learners that are diagnosed with Asperger's Syndrome (AS) in two schools in South Africa. Attwood (2007, p. 271) considers sensory sensitivities to have a greater impact on the lives of these individuals, than problems with making friends, managing emotions and coping academically. This research approach was purely qualitative; it used interviews and observations. The sample consists of two independent case studies composed of learners aged between five and seven who had been clinically diagnosed with AS. The results confirmed sensory processing difficulties, and illustrated how these difficulties impacted on the general learning and development of learners diagnosed with AS. Although they were both bright learners, they were perceived as underachievers. By identifying these sensory difficulties and creating awareness among educators, it is possible to debunk misconceptions people have of the adaptability of these learners to a mainstream school environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01