Asperger Syndrome and the English Curriculum: Addressing the Challenges

Autor/inn/en	Harbinson, Hilary; Alexander, Joy
Titel	Asperger Syndrome and the English Curriculum: Addressing the Challenges
Quelle	In: Support for Learning, 24 (2009) 1, S.11-18 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/j.1467-9604.2009.01392.x
Schlagwörter	English Curriculum; Asperger Syndrome; Imagination; Secondary Schools; Mainstreaming; Intervention + Suchen Sie Ihr Suchwort? Asperger-Syndrom; Sekundarschule
Abstract	A major criterion for the diagnosis of Asperger syndrome is an impairment of the imagination. This article focuses on the specific difficulties that students with Asperger syndrome have with the imaginative content of the English curriculum. It examines the problems with reading and writing imaginatively of a group of students with AS in a secondary school mainstream setting. Various strategies and interventions are considered and discussed which could aid their understanding and learning in relation to the imaginative element of the English curriculum. While acknowledging that this is an area of real difficulty for these students, recommendations include: treating students with AS as individuals; using a small group setting; providing support through structured frameworks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10