Thesis (Ph.D.)--University of Central Florida, 2009. / Advisers: Wilfred Wienke, Cynthia Pearl. Includes bibliographical references (p. 225-254).

The purpose of this study was to explore the experiences of particular Asperger’s learners in inclusive education settings. Five learners who had all been diagnosed with Asperger Syndrome (AS) and who were between the ages of eight and 13 years were interviewed for this research. Each of the participants was interviewed once using a semi-structured interview schedule and was also asked to participate in three projective drawing tasks. Results indicated that the AS learners’ experiences of inclusion were dependant on four main factors: the pervasiveness of their special interests; their social experiences; the support that they received; and their academic self-concept. These findings were discussed in terms of the existing literature and policies on inclusive education. The implications of this research for the inclusion of AS learners and other special needs learners in inclusive education settings was also discussed.

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 181-190).

In this investigative study the researcher studied the methods used to assess learners with Asperger syndrome in Grade R. A detailed, and in depth study was made of Inclusive Education and the current assessment methods, as well as research into which assessment methods have been proved successful when dealing with learners with Asperger syndrome. Derived from the literature study, interviews held and observations, the researcher concluded that learners with Asperger syndrome are very unique people, but need to be supported and helped to enable them to become worthy citizens within a community. Out of the information collected it became apparent during this intense study of a fairly limited scope, that it is very important that the facilitator has to create an unique development programme for each individual learner with Asperger syndrome. Only then each learner will be helped to develop to his or her full potential. The above facts generate recommendations towards the following: • The Department of Education • The primary school • The facilitator • The family • Further research / Teacher Education / M.Ed. ( Inklusiewe Onderwys)

In this investigative study the researcher studied the methods used to assess learners with Asperger syndrome in Grade R. A detailed, and in depth study was made of Inclusive Education and the current assessment methods, as well as research into which assessment methods have been proved successful when dealing with learners with Asperger syndrome. Derived from the literature study, interviews held and observations, the researcher concluded that learners with Asperger syndrome are very unique people, but need to be supported and helped to enable them to become worthy citizens within a community. Out of the information collected it became apparent during this intense study of a fairly limited scope, that it is very important that the facilitator has to create an unique development programme for each individual learner with Asperger syndrome. Only then each learner will be helped to develop to his or her full potential. The above facts generate recommendations towards the following: • The Department of Education • The primary school • The facilitator • The family • Further research / Teacher Education / M.Ed. ( Inklusiewe Onderwys)

Thesis (M.S.)--Mississippi State University. Department of Psychology. / Title from title screen. Includes bibliographical references.

Thesis advisor: David P. Wacker, Stewart W. Ehly. Includes bibliographic references (p. 164-183).

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

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

The effects of timed readings on recall and comprehension in a child with Asperger's syndrome were examined by employing a multiple-baseline design across two books with reversals. Recall timings consisted of the student's free-say compilation of what she just read. Comprehension tests consisted of the participant's answers to predetermined questions after her recall period. No consequences or feedback was given during any of the conditions. Results indicate that, initially, as the time required to read decreased, the number of unrelated words during the recall period for the two books also decreased. Related words were not as affected. Scores on comprehension tests were high. There was, however, little correspondence between the participant's recall words and the main ideas answered correctly in the comprehension test.