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Pupils with Autism spectrum disorders in primary school

Amanda Kopun (2015) Pupils with Autism spectrum disorders in primary school. Diploma thesis.

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    The thesis includes the presentation of Asperger syndrome and strategies for teaching students with Asperger syndrome. It shows the survey on knowledge of Asperger syndrome among primary school teaches with experience and teachers with no experience in working with pupils with Asperger syndrome. It also includes the analysis of three interviews in which the characteristics of people with Asperger syndrome are presented. There are several autism spectrum disorders and the Asperger syndrome is one of them. It is a life time disorder. It is an autism spectrum disorder that affects one to two children out of 1000 and affects boys more often. The development of these children differs from the development of their peer. It is characterized by significant difficulties in social interaction and communication with others. Pupils with Asperger syndrome can be included in elementary schools, but they need help and adjustments to help them acquire subject matters. The theoretical part of the thesis deals with the Act for placement of children with special needs, definition of special needs, history, causes and diagnosis of Asperger syndrome. The description of the Asperger syndrome follows. At the end teaching strategies and adjustments for teaching children with Asperger syndrome are presented. The aim of the thesis was to establish the differences in knowledge between elementary school teachers with experience in teaching pupils with Asperger syndrome and teachers without such experience. Another aim was to establish the connection between the characteristics of people with Asperger syndrome and the theory of the Asperger syndrome. The empirical part deals with the analysis of the questionnaire results and the analysis of structured interviews. 92 elementary school teachers were included in the research. There is the difference in knowledge between teachers, who work in schools with at least one pupil with the Asperger syndrome, and the teachers with no such experience. The presented results show how teachers adjust their teaching techniques and strategies and how competent they feel to help students overcome the difficulties caused by the Asperger syndrome. Parents of a pupil with the Asperger syndrome, a teacher, teaching the pupil with the syndrome and a high school student with Asperger syndrome participated in the structured interviews. The analysis of the interviews shows the comparison between the diagnostic criteria for the diagnosis of Asperger syndrome and characteristics of presented people with Asperger syndrome in interviews. It is evident from the results of the questionnaire that the knowledge of teachers with experience with students with Asperger syndrome differs from the knowledge of teachers with no such experience. Teachers, working with pupils with Asperger syndrome, adjust their school work and teaching techniques in different ways. Counsellors provide them with sufficient help and advice. Teachers with experiences feel confident enough in teaching a pupil with Asperger syndrome – opposite to those with the lack of such experience. The results of the interviews show that the people involved have the characteristics that are defined by the diagnostic criteria for the diagnosis of Asperger syndrome.

    Item Type: Thesis (Diploma thesis)
    Keywords: inclusion, autism spectrum disorders, Asperger syndrome, pupils with Asperger syndrome, teachers, teaching strategies
    Number of Pages: 126
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Marija KavklerMentor
    asist. dr. Milena Košak BabuderComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10641225)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 2940
    Date Deposited: 23 Jul 2015 07:17
    Last Modified: 23 Jul 2015 07:17
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2940

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