Thesis (Ph. D.)--Drexel University, 2004. / Includes abstract and vita. Includes bibliographical references (leaves 124-134).

Thesis (M.A.)--York University, 2008. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 78-90). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR45971

Thesis (M. Soc. Sc.)--University of Hong Kong, 2008. / Includes bibliographical references (p. 31-34).

Thesis (M.A.)--Rowan University, 2004. / Typescript. Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (D.Clin.Psych.) - University of Queensland, 2006. / Includes bibliography.

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

Thesis (M. Soc. Sc.)--University of Hong Kong, 2008. / Includes bibliographical references (p. 32-40).

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

This research is an exploratory investigation into the convergence of Asperger‟s syndrome and Nonverbal learning disability and the inclusion of these learners into mainstream schools. Conceptual research has been used based on questions asked around Asperger‟s syndrome, Nonverbal learning disability, convergences and differences between the disabilities based on the history, etiology, assessment and diagnosis of each disorder as well as alternative forms of assessment and diagnosis. Due to the wide body of literature available in this area of research and the nature of conceptual research, this study is largely literature based. The aim of the research is to look at the literature that supports the convergence between Asperger‟s syndrome and Nonverbal learning disability and to study the assessment tools that are being used to diagnose Asperger‟s syndrome and Nonverbal learning disability to see if various tools can be taken from both batteries of tests and used as one. An important part of this research is its placement in the educational context of inclusion. The results from this research will add to the literature already available on this topic, emphasising the importance of accurate and thorough investigation and assessment towards reaching a diagnosis and the implementation of a valid support plan. The research also offers a discourse concerning learners who are not in a position to be assessed for diagnosis and the benefits of using the SIAS strategy for these learners. The research confirms that there is a convergence between Asperger‟s syndrome and Nonverbal learning disability. It also confirms that, despite the convergence, the assessment and intervention for each disorder is mostly different and a misdiagnosis would not be beneficial to the learner. The findings of the research are also largely confirmatory of literature and other research studies in this area. Finally, the research takes a critical look at the purpose, benefits and possible downfalls of labelling a learner with a specific disability, and how labelling could either help or hinder a learner in their educational pursuits. Possible directions for future research into Asperger‟s syndrome, Nonverbal learning disability, assessment tools and support structures are discussed