The Quality of Life of a Child with Asperger's Disorder in a General Education Setting: A Pilot Case Study

Autor/in	Mayton, Michael R.
Titel	The Quality of Life of a Child with Asperger's Disorder in a General Education Setting: A Pilot Case Study
Quelle	In: International Journal of Special Education, 20 (2005) 2, S.85-101 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Inclusive Schools; Individualized Education Programs; Participant Satisfaction; Asperger Syndrome; Quality of Life; Questionnaires; Individualized Instruction; Interpersonal Competence; Mainstreaming; Student Placement; Interpersonal Relationship; Skill Development; School Safety; Teacher Attitudes; Attitudes toward Disabilities; Equal Education; Student Needs; Special Needs Students; Socialization; Elementary School Students; Well Being; Play; Self Determination; Regular and Special Education Relationship + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Individualized education program; Individualisierendes Lernen; Asperger-Syndrom; Lebensqualität; Fragebogen; Individualisierender Unterricht; Interpersonale Kompetenz; Schülerpraktikum; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrerverhalten; Sonderpädagogischer Förderbedarf; Socialisation; Sozialisation; Well-being; Wellness; Wohlbefinden; Spiel; Selbstbestimmung
Abstract	This pilot qualitative case study was designed to investigate how the quality of life (QOL) of a child with Asperger's Disorder was impacted by her placement in an inclusive education setting which provided no specialized social skills instruction. Direct and indirect data were gathered and examined regarding themes that centered around QOL dimensions and exemplary indicators derived from the body of literature regarding QOL measurement for persons with disabilities. Positive results included participant satisfaction with physical safety, teacher acceptance, and access to needed materials. Other findings indicated the need for social skills instruction and individualized instruction in non-applied abstract learning activities. Additional findings from the study demonstrated the need for a more comprehensive individualized education program (IEP) and more rigorous implementation of the IEP. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10