Asperger syndrome is a developmental neurological disorder which, based on current classification, belongs to autism spectrum disorder. Individuals with this syndrome have certain characteristics that often make their integration in educational programmes difficult and, without appropriate adjustments and understanding, even impossible. Their social behaviour is often inappropriate, they have language comprehension and speech problems and they may develop special interests which they get obsessed with. Moreover, they usually have motor skills, cognition and sensory processing disabilities.
The purpose of this thesis was to form an individualised programme of support and help for optimal educational and social inclusion in the educational process, based on an evaluation of a child's functioning.
The theoretical part of the thesis presents the basic characteristics of autism spectrum disorder, focusing on Asperger syndrome. Beside the characteristics of individuals with Asperger syndrome and its effect on their educational and social inclusion, the theoretical part also presents recommended general and specific adjustments of educational environment, as well as prevention strategies, which may help to avoid deviant behaviour that often occurs as a result of incomprehension of the environment and inappropriate expectations.
The empirical part of the thesis presents a case study of a boy with Asperger syndrome, who attends 5th grade of primary school and is categorised as a long-term sick child. The pupil has five lessons of extra help per week. He has also been given a classroom attendant due to his aggressive and auto-aggressive outbursts that occurred several times a day. In addition to having behavioural problems, the pupil has major problems with concentration, organisation, planning his work, and social and emotional skills. The purpose of the individualised programme of support and help, which I had been carrying out for sixteen weeks as the learner's classroom attendant in collaboration with my colleagues, was to help the learner improve as a whole and primarily to make his behaviour more socially acceptable. Bearing in mind the pupil's special needs, the purpose of the individualised programme of support and help was to improve planning and work organization skills, social and emotional skills, as well as attention and concentration. Based on my qualitative evaluation and that of his class teacher, his mother and special and rehabilitation teacher, and check lists for school and home evaluation, which were filled out by the class teacher, the pupil's mother and special and rehabilitation teacher before and after the individualised programme of support and help was carried out, I have compared the functioning of the pupil before and after the individualised programme of support and help was carried out.
The results obtained by different before-mentioned sources show that there has been an improvement on all the areas which have been included in the individualised programme; planning and organisation of work, social and emotional skills, as well as attention and concentration.
|
