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Social and individual aspects of classroom learning in students with Autism Spectrum Disorder: an action research pilot study on assessment.

Journal article
Authors Jakob Åsberg
Ulla Zander
Eric Zander
Annika Dahlgren Sandberg
Published in European Journal of Special Needs Education
Volume 27
Issue 1
Pages 115-127
ISSN 1469-591X
Publication year 2012
Published at Department of Psychology
Pages 115-127
Language en
Keywords School, Learning, Autism, Asperger’s syndrome, Literacy, Action research, Special education
Subject categories Child and adolescent psychiatry


The current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD. Interview data is presented on the perceived utility of the questionnaire for understanding and planning classroom instruction for the children with ASD through the eyes of the students’ teachers and their parents, as assessed during an Individual Education Plan meeting. Further, teacher ratings obtained by means of the instrument were found to differentiate a group of students with ASD (n = 10) from a group of typically developing children matched with regard to grade year, word reading ability and receptive vocabulary (n = 10). Implications and future directions are discussed, as are limitations of this pilot study.

Page Manager: Webmaster|Last update: 9/11/2012

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