Date Approved

4-26-2001

Embargo Period

6-1-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, S. Jay

Subject(s)

Asperger's syndrome; Children with mental disabilities--Education; Inclusive education

Disciplines

Special Education and Teaching

Abstract

The objective of this research is to find whether students who have Asperger's Syndrome benefit in social skills from being included in the regular classroom. Despite the positive effects that may occur for the student being in the regular setting, it is hypothesized that the social skill deficits and behaviors of a student with Asperger' s Syndrome will not affect their success in the regular education setting. A self-contained classroom was compared to an inclusion classroom using four male subjects with Asperger's. Appropriate conversations and two-way conversations were observed. Collection of data consisted of counting occurrences and finding the means and t-tests were utilized for data analysis. The major findings of this study were that students with Asperger's Syndrome benefited socially and behaviorally from the exposure with nonhandicapped students. The implication of this research shows that students with Asperger's Syndrome benefit from inclusion and that inclusion is a viable alternative for Asperger's Syndrome students.

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