Abstract
A medical discourse identifies Asperger's Syndrome (AS) as an 'autistic spectrum disorder' which disrupts language and communication, the development of imagination and social performance (the 'Triad of Impairment'. Within this view, children with AS are seen as what are termed 'high functioning autistics' and are generally educated either within ordinary schools, or schools for children with emotional and behavioural difficulties. Where children with AS are educated within mainstream (integrated or inclusive settings) the particular nature of the interaction of the Triad of Impairments can result in challenging behaviour and a tendency to exclude rather than include such children. Nationally and internationally the trend is towards integration and inclusion. The paper reports a single-case study of a child with AS, Michael, in an English mainstream primary school who was monitored over the period of an academic year. The study used observation and semi-structured interviews with 'key players' in Michael's life in order to understand the process of integration or inclusion for Michael. Results showed that Michael's learning needs were met by the actions of the school, but his social ('inclusion') needs were not met. Ongoing research into the education and care for people with autism is showing that for adolescents or adults with AS, the long term difficulties of poor social functioning may result in bullying in later stages of schooling which may lead to breakdown and the need for acute psychiatric care; or catastrophic dislocation from normal society resulting in criminal action (through inappropriate sexual behaviour). The results argue that the supporting the social functioning of children with AS should be seen as a priority, and that such prioritisation have implications for professional development and programme planning for children with AS.
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