Carmen Herrera

Dr. O’Connor

2023 May 08

Research Paper

My interest in Asperger syndrome stems from my own personal experience. I wanted to

gain more knowledge on the inclusion aspects of students who are on the high functioning end

of the spectrum and those with more noticeable functions in the classroom. The definition of

aspergers is stated in the article ‘Evaluating the Feasibility…’ by Hodges:

Asperger’s disorder is a type of Autism Spectrum Disorder (ASD), a neurodevelopmental

condition characterized by persistent deficits in social communication and social

interaction across multiple contexts and restricted, stereotypical and repetitive patterns

of behavior, interests, or activities, usually without accompanying intellectual or language

impairment.

There is no physical impairment that interferes with those diagnosed with Aspergers, but they

may display an odd or uneven gait when walking or running, trouble with ball skills, difficulty with

balance, poor handwriting skills, and difficulty imitating or mirroring others' movements. I was

surprised to find that Aspergers was removed as a diagnostic entity in itself when the publication

of the Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) was

released. It is characterized now under the highly-functional end of the Autism spectrum.

Children with Aspergers are very intelligent and usually advance quickly in school. From a 2020

census, it was recorded that about 1 in 54 of children were identified with ASD, with a

male-to-female ratio of 4 to 1. This low statistic could also be attributed to the fact that most

children with Asperger syndrome are often diagnosed later in life than those with infantile or

atypical autism. This is mostly because they don’t exhibit a language development delay and
because their symptoms are more subtle. It may be possible that families notice things like their

children having a rigid insistence on routines, having outbursts and explosive emotional

reactions when being faced with a new situation, but they simply think this is the way their child

is.

These differences come to light in elementary and middle school, when they are faced

with differing social situations. The fundamental difference between those with Aspergers and

those without, is the social interaction and reporte expressed through their unique personalities.

Traits of the individual differ from person to person. One child may exhibit social difficulty,

through isolative, introverted behavior, while another may express social difficulty in an

extroverted manner. Generally, a distinct characteristic during adolescence of Asperger’s is poor

communication skills, obsessive interests or pursuits, and a tendency to prefer a routine

opposed to an unpredictable event. This can be especially seen in school, if there is a routine

altered, this can cause a student with Aspergers to become irritated. Many children also

struggle with eye contact and empathy as they advance into middle school, which tampers their

social skills.

Students with Asperger Syndrome have the right to an engaging and proactive learning

environment. As inclusion is being pushed in the general education classroom, educators need

to be aware of the strategies to include these students in their instruction. Amy Hodges offers a

statement about the statistics of students on the autism spectrum in the classroom,

This research indicates that students on the autism spectrum experience significant

participation restrictions due to barriers such as lack of teacher and peer understanding

of autism and lack of appropriate accommodations, such as modification to the

curriculum, and social and physical environments.

Most teachers do not have enough training or knowledge on the inclusion model within their

own students on the autism spectrum. From experience, students often seclude themselves

within the classroom when they feel they are not being understood. Students with Aperger
syndrome, from the low to high spectrum, require specific accommodations in classrooms. A

study conducted by various researchers in Australia found that students with Autism are often

misunderstood by peers and educators. The study incorporated an intervention program, In My

Shoes, in their schools to better accommodate their students with Asperger syndrome who are

in grades 3 and 4 across a 10 week school term. In My Shoes is a peer supported, teacher-led,

school-based intervention that aims to improve the school participation and connectedness of

students on the autism spectrum.

The intervention program was a study completed with various students on the spectrum

and involved faculty, parents, and the students' peers. The criteria for students in this program

were: “at least one student with a confirmed diagnosis of autism or Asperger’s syndrome in

accordance with DSM-IV [26] or DSM 5 criteria [27], without intellectual disability or severe

language impairment.” (Hodges, pg. 3, par 3.) All teachers had experience teaching students on

the autism spectrum. In this intervention, students are given scenarios and characters in lesson

plans that embody situations that a student with Asperger syndrome might endure in elementary

school. In the 10 lesson plans, all intervention outcomes are targeted several times using a

range of evidence-based intervention techniques including role play and video modeling.

Hodges offers a brief statement on the conduction of the program and its role:

The core concept of the whole class program, ‘look, think, decide’, eaches perspective

taking and social problem-solving skills by helping students to recognise body clues and

how to use these to deduce what someone else might be thinking and feeling so that

they can decide on the best course of action to help peers participate and feel included.

Students are asked regularly throughout the program to reflect, using interactive video

resources and comic-strip style illustrations, on what they would think or how they would

feel if they were in a particular character’s shoes and what they think the character

should do to support their peers in different situations. Each lesson aims to teach these

skills with a particular context in mind; for example, how to recognise and support peers
 in the classroom versus the playground versus school organized events such as

excursions, assemblies, or sports carnivals.

According to the study, it has created an open and welcoming environment for students with

Autism. Peer understanding and acceptance of these students has increased according to the

parents and teachers involved in the study. Teachers reported specific examples of instances

where post intervention students had recognised when a peer (with or without autism) needed

help and actively supported peers in the classroom or playground. In conclusion, to support

those on the spectrum, faculty and peers must first understand the syndrome to better actively

accommodate their students and peers in the classroom and outside of it as well.

The knowledge of Autism and those with Asperger syndrome in higher education is very

sporadic and often unknown. I wanted to delve into this specific area of college and university

accommodations and support for those with Aspergers. Devon White offers a simple

predecessor to the study,

In order to achieve success in the college setting, students need not only be

academically equipped, but must also navigate challenging social situations (including

dorm living), manage their time effectively, handle sensory overload, and maintain

organizational skills, flexibility and motivation. These challenges as well as high levels of

stress and anxiety present major barriers to successfully navigating the college

experience. Feeling connected and socially integrated into the university community

have been increasingly recognized as contributing factors to success for university

students with ASD, however, a lack of understanding about autism among college

faculty, staff, and peers may hinder integration and acceptance.

Students with Asperger syndrome in college or university, can often be secluded and

stigmatized by their peers. From the article, College Students’ Knowledge and Attitudes

Towards Students on the Autism Spectrum, students with Asperger syndrome or Autism who

are not high functioning and do not require physical support often do not disclose their diagnosis
or utilize the support services offered until a dramatic or significant problem arises. The study

desired to educate students about Autism and those who attend their same university. Campus

students were given an online program testing knowledge and acceptance of ASD among their

peers. Before and after exposure to the training program there was an immediate increase in

knowledge and decrease in stigma, although changes in knowledge were larger than changes

in attitude. White states why the study was completed, “The goal of the current study was to

examine university students’ knowledge and attitudes towards students on the autism spectrum,

to identify underlying factors which contribute to such attitudes, and to examine whether

attitudes changed over a 5 year period.” Students with Asperger syndrome, in universities or

colleges, may struggle with eye contact on the low functioning aspects of the syndrome or avoid

social interactions and struggle with the connection between themselves and their peers. The

study conducted the variations of the syndrome and its effects as a college student. In their

conclusion they suggested that the knowledge of Autism Spectrum Disorder, “... does not

necessarily mediate attitudes toward peers with an ASD diagnosis in a population of university

students.” Therefore, the knowledge that people may have about Autism may be a factor in

students with Autism feeling excluded in their higher education experience but it is not the

overall reason for the stigma of Autism in older students. In the study they suggest facilitation of

opportunities for social integration for students with Autism and their peers. Collaborative efforts

can lead to peers broadening their acceptance and knowledge of those with Aspergers.

In summary, I have gained an immense amount of knowledge on Aspergers and the

inclusion that needs to be implemented in elementary schools and colleges today. I am grateful

for the continuous growth mindsets of districts and universities alike who want to accommodate

and support their students no matter what.

Bowen Dahle, K., & Gargiulo, R. (2004). Understanding Asperger Disorder: A Primer for
Early Childhood Educators. Early Childhood Education Journal, 32(3), 199–203.
https://0-doi-org.libcat.uafs.edu/10.1023/B:ECEJ.0000048973.89175.a3

Hodges, Amy, et al. “Evaluating the Feasibility, Fidelity, and Preliminary Effectiveness of
a School-Based Intervention to Improve the School Participation and Feelings of
Connectedness of Elementary School Students on the Autism Spectrum.” PLoS ONE, vol. 17,
no. 6, June 2022, pp. 1–25. EBSCOhost,
https://0-doi-org.libcat.uafs.edu/10.1371/journal.pone.0269098.

White, Devon, et al. "College Students’ Knowledge and Attitudes Towards Students on
the Autism Spectrum." Journal of Autism and Developmental Disorders 49.7 (2019): 2699-705.
ProQuest. Web. 4 Apr. 2023.