A Qualitative Analysis of the School Experiences of Students With Asperger Syndrome / Mark SCIUTTO in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.177-188 Titre : A Qualitative Analysis of the School Experiences of Students With Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Mark SCIUTTO, Auteur ; Sally RICHWINE, Auteur ; Janelle MENTRIKOSKI, Auteur ; Kathryn NIEDZWIECKI, Auteur Année de publication : 2012 Article en page(s) : p.177-188 Langues : Anglais (eng) Mots-clés : Asperger syndrome  qualitative methods  school experiences Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1088357612450511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] A Qualitative Analysis of the School Experiences of Students With Asperger Syndrome [Texte imprimé et/ou numérique] / Mark SCIUTTO, Auteur ; Sally RICHWINE, Auteur ; Janelle MENTRIKOSKI, Auteur ; Kathryn NIEDZWIECKI, Auteur . - 2012 . - p.177-188. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.177-188 Mots-clés : Asperger syndrome  qualitative methods  school experiences Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1088357612450511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

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