High School Experience of Students with Asperger's Syndrome
In Ontario, Canada
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Students with Asperger s Syndrome who are integrated into the inclusive school system experience different challenges and have needs, which are dissimilar to their peers. This qualitative, ethnographic study was designed to investigate the high school experiences of students diagnosed with Asperger s Syndrome in one Ontario school. Data was collected primarily from interviews with: students with Asperger s Syndrome, non-identified students, parents of students with Asperger s Syndrome, regular education teachers, paraprofessionals, administrators, and members of the multi-disciplinary team. Th...
Students with Asperger s Syndrome who are
integrated into the inclusive school system
experience different challenges and have needs,
which are dissimilar to their peers. This
qualitative, ethnographic study was designed to
investigate the high school experiences of students
diagnosed with Asperger s Syndrome in one Ontario
school. Data was collected primarily from interviews
with: students with Asperger s Syndrome, non-
identified students, parents of students with
Asperger s Syndrome, regular education teachers,
paraprofessionals, administrators, and members of
the multi-disciplinary team. The data was analyzed
and recommendations were formulated in the following
areas: funding, training specialized programming,
advocacy and support.
integrated into the inclusive school system
experience different challenges and have needs,
which are dissimilar to their peers. This
qualitative, ethnographic study was designed to
investigate the high school experiences of students
diagnosed with Asperger s Syndrome in one Ontario
school. Data was collected primarily from interviews
with: students with Asperger s Syndrome, non-
identified students, parents of students with
Asperger s Syndrome, regular education teachers,
paraprofessionals, administrators, and members of
the multi-disciplinary team. The data was analyzed
and recommendations were formulated in the following
areas: funding, training specialized programming,
advocacy and support.
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