Options
Personal school experiences of pupils with high functioning autism or asperger’s syndrome in Singapore mainstream secondary schools
Author
Soon, Sijie
Supervisor
Poon, Kenneth K.
Abstract
With the increase of children identified with autism spectrum disorders, the diagnostic stability of the disorder and the educational support system available worldwide, there still remains a gap in understanding how these children learn and participate in the classroom. This present study attempts to examine the school experiences from the perspectives of pupils with high-functioning autism (HFA) or asperger’s syndrome (AS). It seeks to understand the school experiences of 4 pupils with HFA or AS in two of Singapore’s mainstream secondary schools. In addition, this study also explored the views of these pupils in terms of the support they receive in the school and home environment. Data were collected through semi-structured interviews and phenomenological approach was used as a method of analysis. The findings revealed that these pupils constructed their meaning of the autism spectrum disorders based on feedback through interactions with others. Findings also revealed an academic-driven relationship with their teachers and difficulties encountered with peers. In addition, these pupils also shared their worries about school, and strategies used in the pursuit of academic excellence. Lastly, the results revealed the pupils’ views of support in their homes and schools. Subthemes that emerged as part of support from school include the school Allied Educators (AEDs), class buddy, exam accommodations and school leadership. Subthemes that emerged as support from home include parents and home tutor. Following this, a discussion of the limitations of this study and suggestions for future research are presented.
Date Issued
2012
Call Number
LC4718 Soo
Date Submitted
2012