Contribution
Description: "The tale of the mythological gods of Aspergia came to life in the Aspergian scrolls. Aspergia was created and sank into the seas, forcing its people to disperse across the great oceans to lands of people different to them." (www.aspergia.com, 2004)
It is our duty to welcome these people and introduce them in our world. It is our duty to learn from them, understand where they have come from in order to help them make sense of 'our' world.
To this end, the first section of this paper will present a brief literature review on Asperger's Syndrome, focusing on the challenges and difficulties these people are encountering, living in a world that they cannot comprehend. Once this is established the paper will move forward to present a detailed description of the Drama in Education (D.I.E) approach and how it relates to the needs of children with Asperger Syndrome.
Asperger Syndrome is a neuro-developmental disorder that is principally defined in behavioural terms and like all conditions along the autistic spectrum shares features described as the 'triad of social impairments' (Wing and Gould, 1979). Three broad aspects of development are affected; social interaction; communication and imagination (Task Force on Autism, 2001). Impairment in social interaction includes failure to develop age appropriate peer relationships, lack of social and emotional reciprocity, social awareness yet inappropriateness in reciprocal interaction (DSM-IV, 1994; Hewitt, 1998; Mundy,1995; Smith & Bryson, 1994; as cited in Wahlberg et al, 2001). Impairment in communication indicates both verbal (pedantic, literal, stilted, flat and repetitive speech, idiosyncratic and pompous choice of words and phrases/ literal understanding of speech) and non-verbal difficulties (impairment in the use and understanding of eye contact, facial expression, body posture and gestures) (Happe 1995; Happe& Frith 1996; Mundy, 1995; Tager-Flusberg,1991; Wahlberg and Rotatori,1996, as cited in Wahlberg et al, 2001; www.nas.org 22.11.05). Impairment in imagination can be described by limited range of imaginative activities, possibly copied and pursued rigidly and repetitively, inability to develop creative pretend play appropriate to developmental age, narrow interests and preoccupations, restricted and repetitive routine, stereotyped patterns of behaviour, inflexibility and obsession with complex topics (Happe 1995; Happe& Frith 1996; Wahlberg and Rotatori,1996, as cited in Wahlberg et al, 2001; www.nas.org 22.11.05).
Taking into account the aforementioned considerations children with Asperger Syndrome are often characterised as being socially inept, often suffering incomprehension and rejection (Asperger, 1944/1991). It has been suggested that the root of their problem lies in their inability to read other people's minds (Baron-Cohen 1995). Yet, there is very little emphasis on interventions that will help them enhance this ability and more on methods to enable them imitate 'appropriate' behaviour (i.e social skills training).
DIE does not prescribe a correct way of behaving but rather offers them an opportunity to think for themselves, providing them with a fictional framework from which to explore any content or situation. The paper will conclude with an example of one such fictional framework, indicative of D.I.E in practice.
Methodology: A discourse analysis will be conducted based on an extensive literature review.
Sources include: books, journals, newspaper articles and websites.
Conclusions: It is hoped that a sustained use of a DIE approach will lead to a more successful social, personal, emotional and cognitive education of young people with Asperger Syndrome, that will improve the quality of their life.
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