A Qualitative Analysis of the School Experiences of Students With Asperger Syndrome

TLDR: In this article, adults with Asperger syndrome (AS) and caregivers of children with AS provided firsthand accounts of school-related challenges and influential instructional practices, including strategies for communicating that the child is an asset, methods of structuring the environment for success.

Abstract: In this study, adults with Asperger syndrome (AS) and caregivers of children with AS provided firsthand accounts of school-related challenges and influential instructional practices. A total of 94 participants (59 parents, 27 adults with AS, and 8 unspecified) completed an online survey containing open-ended questions about their (or their children’s) school-related experiences. Participants identified specific areas of need (e.g., bullying, misunderstood intentions) related to understanding children with AS. In addition, participants described teacher qualities and instructional practices (e.g., strategies for communicating that the child is an asset, methods of structuring the environment for success) that had a positive impact on their (or their children’s) school experiences. Implications for teacher training and school-based interventions are highlighted.