'Through My Eyes': Lessons to be learned from the Primary School Experiences of a boy with Asperger Syndrome

Abstract

The successful inclusion of children with special educational needs into mainstream classrooms is now a widespread practice in Australia (Ashman & Elkins, 2008). Teacher understanding and awareness of the range of disabilities has been increased through professional development sessions and membership to student case conferences with para-professionals (Bullard, 2004). Whilst efforts are made to up-skill teachers to best cater for and include the learning and social needs of children with special needs in their classrooms, the question remains whether the school process of inclusion actually works and is an enjoyable experience for the student in question. This paper explores how successful the theories underpinning incluision of students with disabilities into mainstream classrooms were for a boy diagnosed with Asperger syndrome in his K-6 primary school years. The experiences and information conveyed in this paper are due to the close, personal relationship the author has with 'Harry' and his family. The paper tells the story of Harry's journey through a State primary school system via three lenses: academic, behavioural and social, and views the time in his school day as either 'structured' or 'unstructured'. The paper puts forward recommendations to teachers, education staff and parents on how to improve the process of inclusion for students with Asperger syndrome, and for those students who exhibit similar difficulties at school.