Performance occupational school youth with Asperger Syndrome attending the regular education system

Abstract

Asperger syndrome is a disorder with a prevalence of approximately 2.6 to 4.8 per 1,000 inhabitants in our country the figures of this disorder are unknown and the investigations that describe the situation of these people. Access to education, equal opportunity is a right of all students, young people with this diagnosis have problems in school performance or arising out of its barriers and attitudes of the context in which behaviors include bullying and lack of inclusive designs that allow them access, remain in and graduate from an educational system successfully and where this stage constitute a nutritional contribution to the lives of people who will be remembered with affection and to promote self-esteem necessary for future inclusion and participation social.

In this scenario, the present study is aimed at exploring the Occupational Performance School young Asperger Syndrome attending the regular school system. The design is an exploratory study with case studies; techniques were used for collecting data through a semistructured interview applied to two youths, their mothers, teachers and members of the health team. The method of analysis of the results was conducted using ATLASti. In both cases there is little motivation to engage in occupations of the school system, erratic performance in school with curricular adaptations permanent, over-reliance on the family organization of the routine, conflictual relationship with peers causing serious mental health disorders. The study also to collect hinder the process, describe personal and contextual facilitators to will be a great contribution to the process of school integration of these young people in our country.