The Educational Experiences of Students with Asperger Syndrome

Autor/in	Tippett, Jennifer
Titel	The Educational Experiences of Students with Asperger Syndrome
Quelle	In: Kairaranga, 5 (2004) 2, S.12-18 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-9232
Schlagwörter	Teacher Aides; Teacher Characteristics; Asperger Syndrome; Teacher Responsibility; Educational Environment; Student Experience; Interviews; Surveys; Knowledge Level; Knowledge Base for Teaching; Parent Attitudes; Teacher Attitudes; Student Attitudes; Questionnaires; Parent Role; Bullying; Student Placement; Environmental Influences; Foreign Countries; Access to Education; Equal Education; Curriculum; Peer Relationship; Friendship; Males; Children; Preadolescents; New Zealand + Suchen Sie Ihr Suchwort? Handreichung; Lehrerhilfe; Asperger-Syndrom; Lehrverpflichtung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Studienerfahrung; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Elternverhalten; Lehrerverhalten; Schülerverhalten; Fragebogen; Parental role; Elternrolle; Mobbing; Schülerpraktikum; Environmental influence; Umwelteinfluss; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Curricula; Lehrplan; Rahmenplan; Peer-Beziehungen; Freundschaft; Male; Männliches Geschlecht; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Neuseeland
Abstract	The Ministry of Education's policy, "Special Education 2000" (SE 2000) was intended to promote a model that ensured all students received an education that involved successful experiences (Ministry of Education, 1996). Students with Asperger Syndrome (AS) often have difficulty adapting to and achieving these successful experiences in their educational environment. This paper summarises the findings from a research project that was designed to investigate the issues that arise for students with AS, determine whether or not these experiences are generally positive or negative, and examine to what extent teachers have knowledge of AS. Data was gathered from interviews with three students, their parents and their teachers and a survey to examine teacher knowledge. Data was also gathered from nine interviews and twenty-nine questionnaires. This paper reports on the data gathered from the interviews. The emerging issues were: Difficulties accessing the curriculum, social difficulties, misunderstanding of parents' roles, teacher responsibility, bullying, lack of teacher aide support, placement difficulties and sensory and environmental factors. The study concluded that the educational experience of the students was generally negative. The level of teacher knowledge was low, although the majority of teachers expressed and interest in gaining further knowledge. (As Provided).
Anmerkungen	New Zealand Ministry of Education. Available from: Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: http://www.massey.ac.nz/massey/learning/departments/school-curriculum-pedagogy/kairaranga/kairaranga_home.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10