Asperger Syndrome: How Parents and Teachers Can Help Students with AS in Learning

2021-06-02
3 pages
697 words
Categories: 
University/College: 
Vanderbilt University
Type of paper: 
Annotated bibliography
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http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.837.9376&rep=rep1&type=pdf

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The research article provides experiences of parents of children with Asperger syndrome (AS). Researchers gave parents a chance to speak about their views on how inclusion in school meets their childrens needs. Additionally, researchers outline strategies and recommendations to empower parents of children with AS and enable teachers to improve the experiences of students with AS in schools. During the study, researchers used 12 parents. Results reveal that when parents asked their children how their day was, they reported a different assessment while teachers indicated that they had a great day at school. Also, they reported that their children had low levels of self-esteem and confidence. As well, parents reported that their childrens behavior in school made it difficult for them to bond with their peers in school. More so, parents complained that the school did not give them the benefits, supports, and opportunities that their children would have in school to encourage inclusion in mainstream classes. The author recommends constant collaboration, two-way communication, and follow-ups with the childs school. Moreover, the author suggests regular contact with AS support groups for strategies, support, and useful information on AS. They conclude that parents should have a seamless communication between the school and home to improve their educational experiences.

The research article is relevant to my topic because it will form a basis of my research on Asperger syndrome. The strength of the paper is that it provides valuable insights on what parents should do to improve their childrens experiences in a mainstream school. On the other hand, the weakness of the paper is that it fails to find any solutions for the parents in regards to what they can do for themselves instead of depending on the school and community.

Tougher, J. (2012). Inside inclusion: Asperger's and teaching. Journal of Student

Engagement: Education Matters, vol. 2, Issue 1, Article 4. http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1010&context=jseem

The article discusses educational options for students with Asperger syndrome by examining inclusion. Additionally, the paper outlines concrete plans and methods for teaching students with AS. More so, the paper provides the significance of teacher training in special needs and inclusion. The author asserts that teachers need to lengthen their training and development through workshops to teach students with AS productively. As he explains, training and development will also help the teachers gain self-efficacy and assurance in a classroom setting. Moreover, the author articulates that the training will help the teachers learn skills necessary for understanding and managing student behaviors. Some strategies that the author provides for teachers are the following,

Teachers need to prepare students for what is going to happen throughout the day and inform them of any changes to promote classroom organization.

Teachers should carefully plan group assignments to avoid AS students being in the same group as their bullies.

Teachers should make the students understand the social cues and procedures of the school to avoid stressful and disorderly occurrences.

Teachers should promote social interaction among students with AS.

Teachers should encourage mainstream students on how to interact with AS students.

Teachers should manage social barriers such as lack of social understanding in AS students.

The author concludes that training and development should be an essential element in the professional development of teachers.

The relevance of the article to my topic is that it clearly explains ways, which teachers can help students with AS in learning. The strength of the paper is that several sections in the journal address useful information that will assist in the future research of AS in children. On the contrary, the limitation of the article is that it fails to explain what children with AS can do to become comfortable in school.

References

Harrington, I. (2011). Successful inclusion of children with Asperger Syndrome in primary school: Parental voices. Journal of Educational Enquiry, Vol. 11, No. 1, 1-12.

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.837.9376&rep=rep1&type=pdf

Tougher, J. (2012). Inside inclusion: Asperger's and teaching. Journal of Student

Engagement: Education Matters, vol. 2, Issue 1, Article 4. http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1010&context=jseem

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