Educational Inclusion in the Regular Classroom: an Asperger Syndrome Case

Authors

  • Fressy Andrade Ruiz Universidad Estatal a Distancia, Costa Rica

DOI:

https://doi.org/10.15359/ree.15-Ext.3

Keywords:

Inclusive education, inclusive schools, social disability, Asperger’s Syndrome

Abstract

The following paper resulted from the final research project conducted for my Master’s Degree in Teacher Training for Teachers of Primary Education (1st – 6th grade of the Basic General Education). This research project was conducted under the supervision of the Rural Education Division of the Center for Research and Teaching in Education (CIDE-UNA, Spanish acronym), in coordination with the Central America Educational and Cultural Coordination (CECC). The research is qualitative with an interpretative approach. Our main objective was to analyze the process of inclusive education in the regular classroom for a person with Asperger’s Syndrome, defined as a type of social impairment. The case study method was used in this research, as it allows a deeper study. A girl was chosen from a public school in an urban area of San José, Costa Rica. Three techniques were used to obtain information: interviews, questionnaires and documentation (personal file, behavior record, and psychological assessment) related to the girl with Asperger. The triangulation of sources was used as a method of analysis. The conclusion of the project was that regular schools may have children miss-diagnosed with Asperger’s Syndrome, and that our schools are still far from achieving inclusive education, but efforts are being made to achieve it. For a more opportune intervention, some recommendations based on this study were provided to the family and the school of the girl with Asperger.

Author Biography

Fressy Andrade Ruiz, Universidad Estatal a Distancia

Licenciada en Psicología. Universidad de Costa Rica. Bachiller en la Enseñanza de la Psicología (UCR). Magíster de la Maestría de Formación de Formadores de docentes de Educación Primaria. Profesora de la Escuela de Formación Docente (UCR) y supervisora de Práctica Docente de la Universidad Estatal a Distancia (UNED).

References

Ainscow, M. (2001). Desarrollo de escuelas inclusivas. Ideas propuestas y experiencias para

mejorar las instituciones escolares. Madrid: Narcea de Ediciones.

Artavia, J. (2005). Actitudes de las docentes hacia el apoyo académico que requieren los estudiantes

con necesidades educativas específicas. Revista Pensamiento Actual, 5(6), 61-70.

Autism Society of America. (2004). El síndrome de Asperger. Recuperado de http://www.ct-asrc.

org/PDF/spanish2.pdf

Delgado, W. (2007). Inclusión: principio de calidad educativa desde la perspectiva del desarrollo

humano. Revista Educación, 31(2), 45-58.

Maristany, M. (2002). El alumno con síndrome de Asperger en la escuela primaria. Asociación

Asérger Argentina. Recuperado de http://www.asperger.org.ar/index.php?option=com_

content&view=article&id=60

Martin, P. (2006). El síndrome de Asperger ¿Excentricidad o discapacidad social? Madrid:

Alianza Editorial.

Muñoz. V. [Relator principal ]. (2007). El derecho a la educación de las personas con discapacidades

(Informe A/HRC/4/29). Recuperado de www.conadis.salud.gob.mx/descargas/

pdf/07VernorMunozONU.pdf

Stainback, S. y Stainback, W. (2004). Aulas inclusivas. Un nuevo modo de enfocar y vivir el currí-

culo. Madrid: Narcea de Ediciones. Recuperado de http://books.google.com/books?id=36TU

qoSh3cC&pg=PA5&hl=es&source=gbs_selected_pages&cad=3#v=onepage&q=porque&f

=false

Published

2011-10-10

How to Cite

Educational Inclusion in the Regular Classroom: an Asperger Syndrome Case (F. Andrade Ruiz , Trans.). (2011). Revista Electrónica Educare, 15, 39-53. https://doi.org/10.15359/ree.15-Ext.3

Issue

Section

Journal Articles (Peer Reviewed Section)

How to Cite

Educational Inclusion in the Regular Classroom: an Asperger Syndrome Case (F. Andrade Ruiz , Trans.). (2011). Revista Electrónica Educare, 15, 39-53. https://doi.org/10.15359/ree.15-Ext.3

Comentarios (ver términos de uso)