Adaptation difficulties of a student with Asperger Syndrome in a post-primary school
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Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Ewa Pudłowska   

Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Submission date: 2021-05-13
Acceptance date: 2021-05-31
Publication date: 2021-07-28
JoMS 2021;46(1):143–158
Recently, we have observed an increase in the number of children diagnosed with Asperger’s syndrome (autism spectrum disorder), hence the importance of increasing knowledge about the disorder and the ability to work with students with Asperger’s syndrome. Children grow up, mature and move from primary schools to secondary schools, while teachers, educators, educators and school psychologists in secondary schools are not yet prepared to work with such students. If a child had little therapeutic support in childhood, it may be more difficult to cope with new situational factors such as the new school and environment. Asperger’s syndrome is characterized by qualitative disturbances in the area of social interactions. Behavior patterns are limited and stereotyped, as are behavior and activity. Intellectual development is within the normal range, and often above average, the development of expressive speech and its understanding is also normal. Social development disorders can be characterized by five symptoms: difficulties in initiating and undertaking successful peer interactions, problematic behaviors related to aggression towards others and / or oneself, social anxiety disorders, uncontrolled specific behaviors and companions, and quite specific external appearance.
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