Safran (2002, p. 61) states that "although relatively few students with Asperger's have been formally recognized, growing awareness and attention in the education community will likely lead to significantly increased identification". Learners with AS
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have distinctive needs, and these needs should be taken into account to support them effectively in the mainstream classroom.
Darretxe and Sepúlveda (2011, p. 866) conclude that the "players needed for inclusion include the entire education community". Specifically, the mainstream teacher needs adequate support and these authors specifically identify training to "enhance their professional competency" (Darretxe & Sepúlveda, 2011, p. 886), support services, specific opportunities for collaboration with other professionals in terms of training, analysis, guidance and reflection, and sharing common solutions and experiences.
Myles et al. (2005, p. 7) stress the fact that the weaknesses of these learners are often overlooked because of their strengths. Further, learners with AS do not internalise social rules, and therefore their "behaviours may be misinterpreted as 'spoiled or manipulative', and result in the mistaken impression that children with AS are being defiant and troublemakers (Wagner, in Myles et al., 2005, p. 7). At the same time, Safran (2002, p. 65) states that individuals with AS are often "highly intelligent, and technologically, mathematically, or scientifically astute, have the potential for momentous contributions to our society – the cure for common cold may be down their narrowly focused paths".
To summarise common classroom difficulties, Dr Myles and her team (2005) created a chart (Figure 5) as a quick reference guide for teachers:
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Figure 5: Common classroom difficulties of those with AS (Myles et al., 2005, p. 7)
Looking at the difficulties experienced by learners diagnosed with AS, it would thus seem as though a teacher in a mainstream school has an important role to play in supporting these learners (Attwood, 2007; Cumine et al., 2010; Darretxe & Sepúlveda, 2011; Humphrey & Lewis, 2008; Safran, 2002; Myles et al., 2005). The role of the classroom teacher is compared by Cumine et al. (2010, p. 298) to that of a conductor of an orchestra, who is the one who keeps "everything together and in tune". It seems to be a central role, which requires in-depth knowledge about AS by teachers, as well as certain very important attributes of teachers, especially in their
attitudes towards difference as well as in their willingness to adapt, and thus
change. In an inclusive classroom, it is expected from the class teacher to create an
environment in which different styles and needs are recognised and where
individuals are supported and valued.
In a guide developed by Myles et al. (2005, p. 1), they emphasise the fact that, on top of intelligence, passion and enthusiasm, teachers of learners with AS will also require "patience, sensitivity and creativity". The 'heart' of this document is a six-step plan that can be used for the inclusion of learners with AS. The plan, which presents a "constructive framework for how to approach the inclusion of a child with AS in your
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classroom" (Myles et al., 2005, p. 21), includes the following important aspects: the need to educate yourself, to reach out to parents, to prepare the classroom, to educate peers and promote social goals, to collaborate on the development of the educational programme and, lastly, to manage behavioural challenges.
According to other literature (Attwood, 2007; Cumine et al., 2010; Darretxe & Sepúlveda, 2011; Silverman & Weinfeld, 2007), there are specific areas the teacher needs to focus on to accommodate the needs of a learner diagnosed with AS. The creation of a warm and calm working environment, in order to ensure that the
structure of the classroom is clearly laid out (Cumine et al., 2010). For instance, the
effectiveness of headphones or ear plugs can be explored to shut out troubling noises (Safran, 2002). It is also important that teachers pay attention to the classroom processes. For instance, group work can be extremely challenging for some learners, and teachers need to pay careful attention to the make-up, structure and process of group work. Self-selection should be avoided and learners need to be taught how to operate in a group (Safran, 2002). The teacher should always focus on the individual learner as part of a class and not exclude the learner (Cumine et al., 2010). According to Safran (2002, p. 64), the teacher can also serve as "the bridge between the learner and the rest of the class".
On top of this, a teacher needs to modify tasks to enhance the learner's strength and make sure the learner understands what is expected. Gradual introduction of choice and decision making, grading of tasks and then gradually increasing the difficulty are equally important (Cumine et al., 2010). Also important are being part of the planning of IEPs, recording and monitoring the learner's progress, and implementing and evaluating intervention strategies. Getting the appropriate
training, being part of the collaborative process and working closely with a support team, and establishing and keeping a link with the home (Cumine et al., 2010).
In the same way, the implementation of different adaptation strategies will be the responsibility of the class teacher, and examples of this would be special arrangements regarding examination and tests, for instance a reader, a scribe, the use of a word processor, extra time and other strategies, like the modification of examination papers, rest and sensory breaks, a separate examination room, the transcription of class notes, and the use of prompting (e.g. verbal or visual cues)
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(Cumine et al., 2010; Safran, 2002). Non-curricular adaptations would be making the learner with AS aware of upcoming changes in routine, being aware of anxiety- provoking lunch breaks, assemblies and team sports, transitioning (e.g. from one term to another or one school to another), group work and oral presentations. In some instances, alternatives to these events could be offered (Cumine et al., 2010; Safran, 2002). A classroom teacher should be very attentive to behaviours that indicate that a learner is approaching a meltdown, and should have appropriate plans in place to delineate the event by a therapeutic time out, sparing the student the fear of being 'trapped' (Safran, 2002).
Lastly, Cumine et al. (2010) emphasise that it is very important to remember that the learner with AS is part of the whole school community, and therefore should be accepted and supported by the whole school community. It therefore is important to attend to what constitutes such a whole school environment, especially in an inclusive education context. This refers to the importance of taking all the system levels, as described by Bronfenbrenner (Bronfenbrenner, 1979, 1994; Bronfenbrenner & Evans, 2000), into account when including learners with AS into mainstream schools. In this discussion only, the 'tip of the iceberg' regarding inclusive practices has been covered. As seen in the literature, inclusion reaches far wider than just the classroom practices. None of these strategies will be successful if they are not underpinned by "core values and attitudes that include respect for (and celebration of) diversity, and reaching out to all learners, a philosophy of excellence for all, and the notion that 'inclusion' is a process rather than a state" (Humphrey et al., 2006, in Humphrey & Lewis, 2008).
3.4 CONCLUSION
This chapter has presented the characteristics of individuals with AS, as well as interventions for such individuals in general. Specific responsibilities, strategies and interventions that should be used by the classroom teacher to support a learner with AS were explored.
In the following chapter, the research methodology of the study and related topics will be expanded on.
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CHAPTER 4
RESEARCH DESIGN AND METHODOLOGY
4.1 INTRODUCTION
The focus in this chapter is on the research design and methodology that form part of the research process, as described in Chapter 1. In addition, ethical considerations as well as data verification as it pertains to this research will be discussed.
The research design is a framework or "blueprint" (Babbie & Mouton, 2001, p. 74) of how the researcher intends to conduct the research, with the goal of finding answer(s) to the research question(s). Research methodology, on the other hand, refers to the methods, techniques and procedures used in the process (Babbie & Mouton, 2001).
The different combinations of methods and procedures (measurements, sampling, data collection and data analysis) employed in a research design attempt to gather data in order to answer different types of research problems or questions.