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Asperger's and Girls: What Teachers Need to Know

Published online by Cambridge University Press:  27 May 2015

Belinda Jarman  and
Christopher Rayner
Belinda Jarman*
Affiliation:
Faculty of Education, University of Tasmania, Australia
Christopher Rayner
Affiliation:
Faculty of Education, University of Tasmania, Australia
*
Correspondence: Belinda Jarman, Faculty of Education, University of Tasmania, Private Bag 66, Hobart, Tas. 7001, Australia. E-mail: bcjarman@postoffice.utas.edu.au
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Abstract

Individuals with the pervasive developmental disorder Asperger's syndrome (AS) are generally of average or above average intelligence and attend mainstream schools. Despite their intelligence, some of the characteristics and challenges associated with AS can impact upon the quality of life they experience at school. Although both males and females are diagnosed with AS, females have been underrepresented and unrepresented in much of the AS research. Consequently, much of what is known about the school experiences of students with AS is based on studies consisting predominately of male perspectives. This article discusses what adult females with AS and parents of females with AS currently attending school wish teachers understood about AS in females. Many of the experiences described by participants indicate there is a lack of understanding about AS, both generally and specifically, in relation to females. Implications of these findings and recommendations for educators and schools are provided, and directions for future research are outlined.

Keywords

Asperger's syndromefemalesschool
Type
Original Articles
Information
Australasian Journal of Special Education , Volume 39 , Issue 2 , December 2015 , pp. 128 - 142
Copyright
Copyright © The Author(s) 2015 

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