A narrative inquiry into the experiences of a gifted secondary school student with Asperger Syndrome (AS)
| dc.contributor.author | Mohammed, Michele | |
| dc.date.accessioned | 2012-04-04T18:34:23Z | |
| dc.date.available | 2012-04-04T18:34:23Z | |
| dc.date.issued | 2012-04-04 | |
| dc.description.abstract | This narrative enquiry sought to investigate the scholastic experiences of a student diagnosed with a dual exceptionality of Asperger Syndrome (AS) and giftedness at a secondary school in Trinidad and Tobago. Data were collected through interviews, observations, and document analysis. Four themes that impacted on the quality of the student's experiences were: 1) support mechanisms, 2) peer relations, 3) need for coping mechanism (sensory domain), and 4) need for autonomy. Findings show that as a result of the enabling support mechanisms in his life, namely therapeutic and parental, the student was able to function to a great degree in his academic setting | en_US |
| dc.identifier.uri | https://hdl.handle.net/2139/12670 | |
| dc.language.iso | en | en_US |
| dc.subject | Asperger Syndrome | en_US |
| dc.subject | Case studies | en_US |
| dc.subject | Gifted students | en_US |
| dc.subject | Secondary school students | en_US |
| dc.subject | Inclusive education | en_US |
| dc.subject | Mainstreaming | en_US |
| dc.subject | Autism | en_US |
| dc.subject | Trinidad and Tobago | en_US |
| dc.title | A narrative inquiry into the experiences of a gifted secondary school student with Asperger Syndrome (AS) | en_US |
| dc.type | Thesis | en_US |