Facilitating the inclusion of pupils with Asperger's syndrome in mainstream schools

Hobbs, Anna Marion (2003) Facilitating the inclusion of pupils with Asperger's syndrome in mainstream schools. University of Southampton, Doctoral Thesis.

Record type: Thesis (Doctoral)

Abstract

As there is a movement towards greater inclusion of pupils with special educational needs, many pupils with Asperger’s syndrome are now taught in mainstream schools. However, as these pupils tend to have difficulty relating appropriately to others, they may need help with this in order to successfully included. This research aimed to address the issue by providing an intervention for six male pupils in mainstream schools who had an ICD-10 diagnosis of Asperger’s Syndrome and who showed weaknesses in their social interaction skills. Using peer group support and social stories to address a particular area of weakness relating to social interaction, the aim was to help these pupils to improve their ability to join in with their peers during unstructured times, such as on the playground.

The intervention was carried out by the researcher over a period of at least six weeks with each target child, who was supported by a Learning Support Assistant and a small peer group ranging from two to six children. The sessions of between 30 and 60 minutes involved playing games which addressed observational skills, listening skills and social skills. Each target child was provided with a social story, which was introduced at approximately the halfway session and shared with his Learning Support Assistant between the sessions to reinforce a particular behaviour which was considered to need some improvement.

The measures taken to identify progress included playground observational data and semi-structured interview data obtained both before and after the intervention. These measures indicated small amounts of progress but anecdotal evidence and excerpts from the research diary suggests that each child had made improvements in both his play skills and in his ability to interact socially with his peers. As a result of this research recommendations for helping other pupils with Asperger’s syndrome and weak social interaction skills were presented in a protocol for use by staff in mainstream primary schools.

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