The aim of the diploma thesis entitled Compensatory mechanisms in adults with Asperger's syndrome is to answer the main research question: What compensatory mechanisms do adults with Asperger's syndrome use during integration into society and what social consequences do they face? The diploma thesis is divided into two parts, theoretical and research. The theoretical part presents readers with expertise from Czech and foreign publications. The introductory part deals with the characteristic of Autism spectrum disorders (ASD), Asperger's syndromem (AS), etiology and interesting myths about the development of autism spectrum disorders. The following chapters provide information on the integration of adults with AS into society, possible barriers to social integration and social skills training that can be supported by social workers. The next chapters present a long-term prognosis, compensation mechanisms and their possible social consequences. The research part of the thesis focuses mainly on the collection and analysis of data oriented according to some elements of constructivist grounded theory (GTM). Interpretative qualitative research of the diploma thesis is realized through semi-structured interviews with adults with Asperger's syndrome and also with social workers from one organization,...

Objectifs. – Le haut potentiel intellectuel (HPI) concerne tant le champ du normal que celui du pathologique, et s’associe notamment au syndrome d’Asperger chez certains sujets. Aussi, des spécificités communes s'observent chez les enfants HPI comme chez ceux qui ont un syndrome d'Asperger. La reconnaissance et l'accompagnement de leurs particularités est un enjeu d'actualité, et pourtant aucune étude actuelle ne porte sur les relations entre ces deux entités. Dans une démarche exploratoire, cette recherche a ainsi pour objectif de mieux identifier ce qui rend similaire et ce qui distingue des enfants HPI, d'enfants qui ont un syndrome d'Asperger associé à un HPI. Méthode. – Cette étude porte sur l'analyse clinique comparative des bilans psychologiques de 11 garçons HPI et 6 garçons qui ont un syndrome d'Asperger et HPI. Ils ont entre 6 et 12 ans. Le bilan psychologique est composé d'un entretien semi-directif enfant-parents, de deux échelles (l'inventaire d'identification des enfants précoces et l'échelle Australienne du syndrome d'Asperger), de l'UDN-II et de tests projectifs (dessin de la famille, Rorschach et TAT). Résultats. – En terme de vécus et de représentations des protagonistes à l'égard du HPI et du syndrome d'Asperger, on observe communément une grande ambivalence (entre forces et vulnérabilités). En terme de tableaux cliniques, les similitudes se situent dans le fonctionnement cognitif, l'hyper-sensibilité sensorielle, émotionnelle et perceptive ainsi que dans la fragilité identitaire. L'anxiété, les troubles des conduites motrices, les rituels et TOCs et les difficultés sociales sont aussi communs aux deux groupes. Des TSA s'observent également chez les enfants HPI typiques. Les contrastes entre les deux groupes concernent la nature et la diversité des troubles qu'ils rencontrent, ainsi que la nature et l'intensité des particularités relationnelles et sociales. En terme de processus, la fragilité identitaire est commune à tous bien que la vulnérabilité des enveloppes soit plus importante chez les garçons qui ont un syndrome d'Asperger. Chez tous, l'espace relationnel est un terrain fragile, le contrôle rationnel l'emporte sur la liberté fantasmatique et l'angoisse est une angoisse de perte. Discussion. – Les résultats de cette recherche nous permettent d'affirmer que HPI et syndrome d'Asperger s'inscrivent dans un continuum. Ils semblent se faire écho, de même que sur-investissement de la pensée et défenses autistiques. Pour tous, le sur-investissement intellectuel serait force de pare-excitation. Conclusion. – Ce travail invite à poursuivre nos recherches cliniques dans le but de mieux saisir l’enjeu des difficultés de ces enfants et d'améliorer leurs prises en soin. / Aims. - High intellectual potential (HIP) concerns both normal and pathological area, and is particulary associated with Asperger's syndrome in some individuals. Also, common features are observed in children with HIP as in those with Asperger's syndrome. Recognition and supporting of their particularities is a topical issue, but no current or past study have dealt with the relations between these two entities. With an exploratory approach, this research aims to better identify what makes similar and distinguishes children with HIP, from children with Asperger' syndrome associated with HIP.Method. - This study relates on the comparative clinical analysis of the psychological assessments of 11 boys with HIP and 6 boys with Asperger's syndrome and HIP. All of them are from 6 to 12 years old. The psychological assessment includes a semi-structured child-parent interview, two scales (an inventory for gifted children and the Australian scale for Asperger's syndrome), the UDN-II and projective tests (drawing of the family, Rorschach and TAT).Results. - In terms of experiences and representations of the protagonists towards HIP and Asperger's Syndrome, there is commonly a great ambivalence (between strengths and vulnerabilities). In terms of clinical pictures, the similarities are located in cognitive functioning, sensory, emotional and perceptive hyper-sensitivity as well as in vulnerability felt. Anxiety, motor conduct disorders, rituals and OCDs, and social difficulties are also common to both groups. ASD are also seen in typical HIP children. The contrasts between the two groups concerns the nature and the diversity of their disorders, as well as the nature and the intensity of their relational and social particularities. In terms of process, vulnerability felt is common to both groups, although the shell is most vulnerable in boys with Asperger's syndrome. For all, the relational area is a fragile, rational control prevails over opportunity of fantasize, and anxiety is an anxiety of loss.Discussion. - The results of this research allow us to affirm that HIP and Asperger's syndrome are part of a continuum. They seem to echo each other, such as hyperinvestment of thought and autistic defenses. For all, the intellectual hyperinvestment would have a protective function.Conclusion. - This work invites us to continue our clinical studies in order to better understand the challenges of these children and improve their care.

Regular education teachers' self-efficacy may be negatively impacted due to a lack of professional development and experience teaching students with Autism Spectrum Disorder (ASD). Research links teacher self-efficacy with increased student academic achievement. The purpose of this study was to examine to what degree training on ASD during and following teacher certification and experience had on overall teacher self-efficacy. This one-shot case study was based upon Bandura's theoretical construct of self-efficacy and secondarily on Tschannen-Moran, Woolfolk Hoy, and Hoy's theory of self-efficacy. The Teachers' Sense of Efficacy Scales (TSES) was used to collect data from regular education teachers with experience teaching students with ASD in 1st through 3rd grades in a Southern California school district. After the data were assessed for accuracy, missing data, and outliers, the analysis was conducted on 36 cases. MANOVAs were conducted to assess differences on overall self-efficacy. Separate ANOVAs were used since the overall self-efficacy and the subscores were highly correlated. Though the sample in this study was small (n = 36) for data analysis, the effect size showed that training experience and grade levels had a moderate to large effect on teacher self-efficacy (.16, .13, .13 respectively). Therefore teacher self-efficacy has a positive impact on student achievement. Implications for positive social change are self-efficacious teachers increase the academic achievement of students with ASD. In this way, such students can become self-sustaining, dynamic members of the work force and community.

To better understand the difficulties and strengths associated with both high and low functioning individuals with an autistic spectrum disorder (ASD), the hyper-systemising theory has been proposed by Baron-Cohen and colleagues. It explains the social and communication difficulties in autism and Asperger syndrome (AS) by reference to delays and deficits in empathy, whilst explaining the areas of strength by reference to intact or even superior skill in systemising (Baron-Cohen, 2002). The evidence for hypersystemising alongside hypo-empathising in autism, suggests a corresponding desire to systemise the social world. Based on this theory, the use of technology in supporting the development of social and communication skills in children with an ASD is discussed. Technology and computers rely on strict, predictable systems made up of sets of rules that can be programmed, determined and understood. Use of such technology to assist in the development of social skills in an individual with an ASD utilises an existing area of strength and engages a person in an often existing area of interest and/or obsession. This thesis describes an exploratory study using non-humanoid robots with a group of young people with either high-functioning autism (HFA) or AS, which aimed to use robots as a focus of shared attention in a more naturally occurring and systemisable environment; thus promoting more implicit learning of social skills for this clinical group. Ten children attended the ‘robot club’ for eight sessions enabling a design using a series of single case studies pooled together for multiple and individual base line comparisons. The results indicate improvements as rated by parents and the young people themselves (although not by teachers), with some evidence of statistical and clinically significant changes, for example, in communication skills specifically and with general difficulties associated with autism. The results were found to be affected by total number of sessions attended, but not by age or academic functioning. Possible implications of the findings are presented in line with theory and for clinical practise. Limitations of the study are discussed and suggestions for future research made.

Research has demonstrated that higher levels of parent language use is correlated with later language use and intellectual development of their children. Children with autism spectrum disorder (ASD) display deficits in social and communication skills. They also demonstrate repetitive and restrictive behaviors or interests. These behavioral deficits and excesses may contribute negatively to language development, as well as parent and child social interactions, and communication exchanges. The current study used a nonconcurrent multiple-baseline design to evaluate the effectiveness of behavior skills training (BST) and on-going graphical and verbal feedback on increasing parent language use and child words and utterances. Results of this study demonstrated that BST with on-going feedback was effective in increasing parent language use and child words and utterances above baseline levels for all four parent-child dyads. The dissertation concludes with recommendations for future research. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

Many people would argue that New Zealand has had a poor reputation for providing support services for the families of people with an Autistic Spectrum Disorder (ASD). The limited support services available for families in this country were highlighted during the trial and the manslaughter conviction of Janine Albury-Thomson. Albury-Thomson was found guilty of the manslaughter of her autistic daughter, Casey (MOH, 1999). The sentencing judge called for an independent inquiry to be held to examine the extent of support services that were available for families affected by the disorder with a view to identifying any gaps that may exist and ascertaining whether or not government policy could be blamed (Norris, 1998). More than twelve years have now elapsed since the Albury-Thomson trial and research was needed to ascertain the experiences of families raising a child with ASD. This research examines the experiences of families who have a child who has an ASD diagnosis. Research participants were families of people with Autism Spectrum Disorder who reside in the Canterbury/West Coast area. The research explored the support needs of families and the informal and formal supports that are available to them in this region. This research was conducted in three parts, with each part having a distinct method of data collection allowing triangulation of research findings. Part one was a survey questionnaire distributed via a range of mediums using a snowball sampling method. The second data set was made up of two case studies that were undertaken with a semi-structured interview approach. The third set of data was elicited via a semi-structured interview process from five local service providers that provide services to those with ASD and their families. A qualitative methodology was adopted to analyse research findings. This methodological approach was selected because it gave participants the opportunity to tell their stories about the diagnostic pathway they travelled and their experiences using available services. This research has social policy relevance as it was designed to examine the participant’s experiences while using services and resources available for the families of people with ASD in the Canterbury/West Coast area. Participants told of various social, emotional, and practical impacts and of the experiences they encountered while using the various services available. While the level of awareness of ASD has increased, the diagnosis process proved to be problematic for some when using the public health system. Consistent with a 2001 study commissioned on behalf of the Autistic Association of New Zealand, participants in this study who sought a diagnosis through the public health system found it to be a protracted process. Participants attributed delays to a lack of resources or staff that had a limited knowledge of ASD and saw these factors as barriers to obtaining a diagnosis within an acceptable time frame. A more timely diagnosis was reportedly received when the private health system was used. With regards to support offered by the agencies involved with ‘day to day’ contact with families it was found that overall, competent, experienced people worked for the existing agencies and they were capable of offering support where needed. However specific issues were identified by participants including a perception that case managers failed to understand their situation because they were unfamiliar with the implications of having a family member with ASD. Significantly, family members and service providers both identified a concern about a lack of suitable accommodation that can be utilised by a person with ASD. Because there is limited research into the support needs of families of a child with ASD this research provides an important insight into the needs of a fairly marginalised, and sometimes socially isolated, group. Implications for ongoing service provision and support of families are discussed in the thesis.

O Termo Síndrome de Asperger é utilizado para descrever uma perspectiva moderada do espectro autista, inserindo-se nos chamados Transtornos Invasivos do Desenvolvimento. Apresenta como características principais: dificuldades dos sujeitos com neologismos, linguagem recitada, função comunicativa limitada, não metaforização de situações, limitação de fantasias, preferência por ambientes domésticos, objetos pessoais e situações cotidianas, incoordenação motora, contato social pobre, rigidez de procedimentos, desorganização em situações de surpresas, inabilidade nas relações interpessoais e inteligência preservada, com áreas de interesse específicas. Pode ser considerada um tipo novo (do ponto de vista de estudos organizados) de transtorno de desenvolvimento, sendo designada como tal somente nos últimos quinze anos e inserida no DSM apenas em 1994. A presente tese apresenta como objetivos principais: compreensão do universo autista (Síndrome de Asperger) estabelecendo relações entre a clínica psicopedagógica e a práxis pedagógica; análise dos processos de escolarização, aprendizagem e ensinagem de sujeitos com Síndrome de Asperger, refletindo a cerca das propostas que se referem como inclusivas e o tensionamento docente frente à diversidade. Para tal, o trabalho foi desenvolvido a partir do estudo de quatro casos em atendimento psicopedagógico, dos quais partiram e se organizaram os recursos teóricos e as categorias de análise. A interface psicanálise - clínica psicopedagógica - práxis pedagógica justifica-se através da escuta, compreensão e construção de possibilidades nas três dimensões em que a atuação foi remontada: em relação aos sujeitos, na subjetivação, identificação e criação de espaços de vida, possibilitadores de sua inserção na cultura e da construção de um lugar próprio no mundo; em relação às famílias, na retomada das matrizes identificatórias; e, em relação ao professor, na compreensão dos processos inconscientes vividos e construção de espaços de significação para si e para os alunos. Estas proposições apresentam-se imersas no decorrer do trabalho e detalhadas na descrição dos casos, em que são delineadas as estratégias desenvolvidas e as análises conseqüentes. Sem buscar generalizações, mas generalidades, cada caso originou uma proposição teórico-prática apresentadas no desenvolvimento da tese , composta pelos capítulos: Capítulo I, introdução e localização do tema, Capítulo II, princípio metodológico que serviu de sustentação à pesquisa, Capítulo III, desenvolvimento da tese, permeada pelos recursos teóricos, categorias de análise e proposições. Capítulo IV, considerações finais. Como apêndices, descrevo o detalhamento de cada caso, bem como apresento as linhas de ação/intervenção consideradas como indicativos, por se tratarem de vidas em andamento, cujas complexidades não se esgotam em tempos definidos. / The phrase, Asperger's Syndrome, is employed to describe a moderate outlook in the autistical spectrum, inserted within the so-called Pervasive Development Disorders. The main symptoms shown are, subject's trouble with neologism handling; singsong speech; restricted communication functions; absence of situational metaphorization; fantasy limitation; marked preference for familiar environments, such as home, personal assets, and daily situations; lack of motor coordination; poor social interactions; rigidity in personal demeanor; lack of responsive organization before unexpected events; awkwardness in interpersonal relationships; and reserved intelligence turned toward specific choice areas. This can be faced as a new disturbance type [as from the viewpoint of organized studies] within the Development Disorders, as it was so designated only for the last fifteen years and also by its being entered into the MHD [Mental Health Disorders] index in 1994 alone. The herein enclosed thesis presents as its main goals, the understanding of the autistical universe [Asperger's Syndrome], as handled by the establishment of relationships between the psychopaedagogical clinical procedures and the paedagogical praxis; the analysis of schooling, learning, and teaching processes as applied to subjects presenting Asperger's Syndrome, along with a reflexive assessment of such proposals that as referred as socially inclusive and the teachers' siding before diversity. To attain same, the survey was developed from the evaluation of four case studies on psychopaedagogical care of as many subjects, from which theoretical resources and analytical categorization departed and were organized. The psychoanalysis/psychopaedagogical clinical procedures/paedagogical praxis interfaces will be justified through the listening, comprehension, and possibility-building within those three dimension in which the acting was re-staged: the subject-oriented dimension, in the life space subjectivation, identification, and creation that are meant to render feasible their insertion within a cultural environment and the setting-up of their own place within the world at large; the family-oriented dimension, inasmuch as the identifying matrices are taken up anew; and the teacher-oriented dimension, as it might be pertinent for the understanding of unconscious life processes and the creation of signification areas for themselves and the students both. All the mentioned propositions will present themselves as immersed throughout the work development as well as being detailed in each case study depiction, in which developed strategies and outstanding analyses will be spanned. Setting aside the search for generalizations but enfolding generalities, each case study has generated a theoretical-practical proposition, all of which shall be presented along thesical development. The thesis itself will be composed by the following chapters, Chapter I, Introduction and Theme Placement; Chapter II, Methodological Principles Supporting the Survey; Chapter III, Thesis Development, as Suffused by Theoretical Resources, Analytical Categories, and Propositions; Chapter IV, Final Considerations. In Appendices, each case study details are described, as well as the lines of action/intervention are presented, as far as such were considered as indicative, taking into due note that the the lives highlighted by the case studies are ongoing ones and therefo

O Termo Síndrome de Asperger é utilizado para descrever uma perspectiva moderada do espectro autista, inserindo-se nos chamados Transtornos Invasivos do Desenvolvimento. Apresenta como características principais: dificuldades dos sujeitos com neologismos, linguagem recitada, função comunicativa limitada, não metaforização de situações, limitação de fantasias, preferência por ambientes domésticos, objetos pessoais e situações cotidianas, incoordenação motora, contato social pobre, rigidez de procedimentos, desorganização em situações de surpresas, inabilidade nas relações interpessoais e inteligência preservada, com áreas de interesse específicas. Pode ser considerada um tipo novo (do ponto de vista de estudos organizados) de transtorno de desenvolvimento, sendo designada como tal somente nos últimos quinze anos e inserida no DSM apenas em 1994. A presente tese apresenta como objetivos principais: compreensão do universo autista (Síndrome de Asperger) estabelecendo relações entre a clínica psicopedagógica e a práxis pedagógica; análise dos processos de escolarização, aprendizagem e ensinagem de sujeitos com Síndrome de Asperger, refletindo a cerca das propostas que se referem como inclusivas e o tensionamento docente frente à diversidade. Para tal, o trabalho foi desenvolvido a partir do estudo de quatro casos em atendimento psicopedagógico, dos quais partiram e se organizaram os recursos teóricos e as categorias de análise. A interface psicanálise - clínica psicopedagógica - práxis pedagógica justifica-se através da escuta, compreensão e construção de possibilidades nas três dimensões em que a atuação foi remontada: em relação aos sujeitos, na subjetivação, identificação e criação de espaços de vida, possibilitadores de sua inserção na cultura e da construção de um lugar próprio no mundo; em relação às famílias, na retomada das matrizes identificatórias; e, em relação ao professor, na compreensão dos processos inconscientes vividos e construção de espaços de significação para si e para os alunos. Estas proposições apresentam-se imersas no decorrer do trabalho e detalhadas na descrição dos casos, em que são delineadas as estratégias desenvolvidas e as análises conseqüentes. Sem buscar generalizações, mas generalidades, cada caso originou uma proposição teórico-prática apresentadas no desenvolvimento da tese , composta pelos capítulos: Capítulo I, introdução e localização do tema, Capítulo II, princípio metodológico que serviu de sustentação à pesquisa, Capítulo III, desenvolvimento da tese, permeada pelos recursos teóricos, categorias de análise e proposições. Capítulo IV, considerações finais. Como apêndices, descrevo o detalhamento de cada caso, bem como apresento as linhas de ação/intervenção consideradas como indicativos, por se tratarem de vidas em andamento, cujas complexidades não se esgotam em tempos definidos. / The phrase, Asperger's Syndrome, is employed to describe a moderate outlook in the autistical spectrum, inserted within the so-called Pervasive Development Disorders. The main symptoms shown are, subject's trouble with neologism handling; singsong speech; restricted communication functions; absence of situational metaphorization; fantasy limitation; marked preference for familiar environments, such as home, personal assets, and daily situations; lack of motor coordination; poor social interactions; rigidity in personal demeanor; lack of responsive organization before unexpected events; awkwardness in interpersonal relationships; and reserved intelligence turned toward specific choice areas. This can be faced as a new disturbance type [as from the viewpoint of organized studies] within the Development Disorders, as it was so designated only for the last fifteen years and also by its being entered into the MHD [Mental Health Disorders] index in 1994 alone. The herein enclosed thesis presents as its main goals, the understanding of the autistical universe [Asperger's Syndrome], as handled by the establishment of relationships between the psychopaedagogical clinical procedures and the paedagogical praxis; the analysis of schooling, learning, and teaching processes as applied to subjects presenting Asperger's Syndrome, along with a reflexive assessment of such proposals that as referred as socially inclusive and the teachers' siding before diversity. To attain same, the survey was developed from the evaluation of four case studies on psychopaedagogical care of as many subjects, from which theoretical resources and analytical categorization departed and were organized. The psychoanalysis/psychopaedagogical clinical procedures/paedagogical praxis interfaces will be justified through the listening, comprehension, and possibility-building within those three dimension in which the acting was re-staged: the subject-oriented dimension, in the life space subjectivation, identification, and creation that are meant to render feasible their insertion within a cultural environment and the setting-up of their own place within the world at large; the family-oriented dimension, inasmuch as the identifying matrices are taken up anew; and the teacher-oriented dimension, as it might be pertinent for the understanding of unconscious life processes and the creation of signification areas for themselves and the students both. All the mentioned propositions will present themselves as immersed throughout the work development as well as being detailed in each case study depiction, in which developed strategies and outstanding analyses will be spanned. Setting aside the search for generalizations but enfolding generalities, each case study has generated a theoretical-practical proposition, all of which shall be presented along thesical development. The thesis itself will be composed by the following chapters, Chapter I, Introduction and Theme Placement; Chapter II, Methodological Principles Supporting the Survey; Chapter III, Thesis Development, as Suffused by Theoretical Resources, Analytical Categories, and Propositions; Chapter IV, Final Considerations. In Appendices, each case study details are described, as well as the lines of action/intervention are presented, as far as such were considered as indicative, taking into due note that the the lives highlighted by the case studies are ongoing ones and therefo

O Termo Síndrome de Asperger é utilizado para descrever uma perspectiva moderada do espectro autista, inserindo-se nos chamados Transtornos Invasivos do Desenvolvimento. Apresenta como características principais: dificuldades dos sujeitos com neologismos, linguagem recitada, função comunicativa limitada, não metaforização de situações, limitação de fantasias, preferência por ambientes domésticos, objetos pessoais e situações cotidianas, incoordenação motora, contato social pobre, rigidez de procedimentos, desorganização em situações de surpresas, inabilidade nas relações interpessoais e inteligência preservada, com áreas de interesse específicas. Pode ser considerada um tipo novo (do ponto de vista de estudos organizados) de transtorno de desenvolvimento, sendo designada como tal somente nos últimos quinze anos e inserida no DSM apenas em 1994. A presente tese apresenta como objetivos principais: compreensão do universo autista (Síndrome de Asperger) estabelecendo relações entre a clínica psicopedagógica e a práxis pedagógica; análise dos processos de escolarização, aprendizagem e ensinagem de sujeitos com Síndrome de Asperger, refletindo a cerca das propostas que se referem como inclusivas e o tensionamento docente frente à diversidade. Para tal, o trabalho foi desenvolvido a partir do estudo de quatro casos em atendimento psicopedagógico, dos quais partiram e se organizaram os recursos teóricos e as categorias de análise. A interface psicanálise - clínica psicopedagógica - práxis pedagógica justifica-se através da escuta, compreensão e construção de possibilidades nas três dimensões em que a atuação foi remontada: em relação aos sujeitos, na subjetivação, identificação e criação de espaços de vida, possibilitadores de sua inserção na cultura e da construção de um lugar próprio no mundo; em relação às famílias, na retomada das matrizes identificatórias; e, em relação ao professor, na compreensão dos processos inconscientes vividos e construção de espaços de significação para si e para os alunos. Estas proposições apresentam-se imersas no decorrer do trabalho e detalhadas na descrição dos casos, em que são delineadas as estratégias desenvolvidas e as análises conseqüentes. Sem buscar generalizações, mas generalidades, cada caso originou uma proposição teórico-prática apresentadas no desenvolvimento da tese , composta pelos capítulos: Capítulo I, introdução e localização do tema, Capítulo II, princípio metodológico que serviu de sustentação à pesquisa, Capítulo III, desenvolvimento da tese, permeada pelos recursos teóricos, categorias de análise e proposições. Capítulo IV, considerações finais. Como apêndices, descrevo o detalhamento de cada caso, bem como apresento as linhas de ação/intervenção consideradas como indicativos, por se tratarem de vidas em andamento, cujas complexidades não se esgotam em tempos definidos. / The phrase, Asperger's Syndrome, is employed to describe a moderate outlook in the autistical spectrum, inserted within the so-called Pervasive Development Disorders. The main symptoms shown are, subject's trouble with neologism handling; singsong speech; restricted communication functions; absence of situational metaphorization; fantasy limitation; marked preference for familiar environments, such as home, personal assets, and daily situations; lack of motor coordination; poor social interactions; rigidity in personal demeanor; lack of responsive organization before unexpected events; awkwardness in interpersonal relationships; and reserved intelligence turned toward specific choice areas. This can be faced as a new disturbance type [as from the viewpoint of organized studies] within the Development Disorders, as it was so designated only for the last fifteen years and also by its being entered into the MHD [Mental Health Disorders] index in 1994 alone. The herein enclosed thesis presents as its main goals, the understanding of the autistical universe [Asperger's Syndrome], as handled by the establishment of relationships between the psychopaedagogical clinical procedures and the paedagogical praxis; the analysis of schooling, learning, and teaching processes as applied to subjects presenting Asperger's Syndrome, along with a reflexive assessment of such proposals that as referred as socially inclusive and the teachers' siding before diversity. To attain same, the survey was developed from the evaluation of four case studies on psychopaedagogical care of as many subjects, from which theoretical resources and analytical categorization departed and were organized. The psychoanalysis/psychopaedagogical clinical procedures/paedagogical praxis interfaces will be justified through the listening, comprehension, and possibility-building within those three dimension in which the acting was re-staged: the subject-oriented dimension, in the life space subjectivation, identification, and creation that are meant to render feasible their insertion within a cultural environment and the setting-up of their own place within the world at large; the family-oriented dimension, inasmuch as the identifying matrices are taken up anew; and the teacher-oriented dimension, as it might be pertinent for the understanding of unconscious life processes and the creation of signification areas for themselves and the students both. All the mentioned propositions will present themselves as immersed throughout the work development as well as being detailed in each case study depiction, in which developed strategies and outstanding analyses will be spanned. Setting aside the search for generalizations but enfolding generalities, each case study has generated a theoretical-practical proposition, all of which shall be presented along thesical development. The thesis itself will be composed by the following chapters, Chapter I, Introduction and Theme Placement; Chapter II, Methodological Principles Supporting the Survey; Chapter III, Thesis Development, as Suffused by Theoretical Resources, Analytical Categories, and Propositions; Chapter IV, Final Considerations. In Appendices, each case study details are described, as well as the lines of action/intervention are presented, as far as such were considered as indicative, taking into due note that the the lives highlighted by the case studies are ongoing ones and therefo

The dissertation thesis addresses the topic of mathematical tasks processing in students with autism spectrum disorder (ASD) and problematic points of their solution. The aim of this work is to delineate methods that ASD students use to approach these tasks and solve them. We focus primarily on whether it is possible to identify different procedures than those used by typically developing students, and whether these procedures show specifics corresponding to distinct cognitive processes. In the theoretical part we provide a theoretical background for the study. Firstly, we create a frame to understand the complexity of autism, furthermore we deal with psychological theories examining the topic, and describe specifics of development of ASD students during their adolescence. Thereafter, we reflect on studies addressing mathematical skills of ASD students. Mathematics is considered as their great strength, however is not sufficiently scrutinized, as highlighted by various international studies (for example Oswald et al., 2016). The empiric part is based on qualitative methodology and pursues comparisons of mathematical tasks processing between six ASD students and typically developing peers. We strive to document differences and common points in solutions as well as to analyze cognitive processes of...