Asperger Syndrome (Autistic Spectrum Disorder) and the Self-Reports of Comprehensive School Students

Abstract

Relatively little information exists concerning the experiences of young people with Asperger Syndrome elicited while at secondary-school level. Accordingly, a sample of students diagnosed with Asperger Syndrome was interviewed about day-to-day school issues; and the experience of the special educational needs (SEN) Co-ordinators was tapped. While marked individual differences may exist among young people legitimately diagnosed, there were consistently expressed concerns about peer interactions or the use of break and lunchtimes. It was concluded that, even among students in mainstream schools whose autistic disorders are towards the mild end of the spectrum, the potential or actual difficulties should never be underestimated.