Date of Award
11-2008
Embargo Period
12-19-2017
Degree Type
Thesis
Degree Name
Bachelor of Education (Primary) (Honours) BEd (Primary) (Hons)
Faculty
Education
School
Education
First Advisor
Elva Fitzgibbons
ANZSRC / FoR Code
130105 Primary Education (excl. Maori)
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.
Recommended Citation
Ragan Johnstone, A. (2008). The identification and analysis of social and communication skills strategies used to promote the inclusion of a student with Asperger's Syndrome (Bachelor's thesis, Avondale College, Australia). Retrieved from https://research.avondale.edu.au/theses_bachelor_honours/31/
Comments
Used by permission: the author.
A print copy of this thesis is held in the Avondale College Library (SC Theses 371.9046 J65).