The Identification and Analysis of Social and Communication Skills Strategies Used to Promote the Inclusion of a Student with Asperger's Syndrome

Abstract

This study identified and analysed the social and communication skills strategies used to promote the inclusion of a student with Asperger's Syndrome within an inclusive setting. The study used a qualitative approach, with a case study methodology gathering data through observations, interviews, socio-metric measures and secondary data. Results indicated that the student's teacher and peers used natural social and communication skills strategies to support the student's inclusion. However, the current strategies did not represent a conscious collaborative response to the student's needs and skill deficits. Recommendations are suggested for strengthening, first, the current strategies being used in the classroom, and, second, new programs and strategies that may further promote the student's inclusion and educational experience.