Social participation in English classes of students with Asperger syndrome at Picoaza public school

Abstract

This study focuses on the experience of students with autism spectrum disorder who attend a regular high school class from their own point of view. Indeed, several authors emphasize the importance of directly questioning people with autism spectrum disorder in order to explore their reality (for example, Falkmer, Granlund, Nilholm, & Falkmer, 2012; Humphrey & Lewis, 2008b Osier & Osier, 2002). In order to support the analysis of this experience, the notion of social participation is retained. This makes possible to emphasize not only the characteristic factors of the person himself, but also that of his environment, and above all, of their interactions with each other. This study is therefore situated in the desire to give these people a voice in order to better understand their reality and support their social participation, while attempting to answer the following research question: "What is the point of view of teacher who works with students with an autism spectrum disorder regarding their social participation in regular English school classes? It is through interviews that a reading is made of the experience of young people with ASD in regular school. The analysis of the results makes it possible to highlight their teachers’ experiences in their primary school, their perceptions of social relations as well as their social participation. These results also highlight the challenges associated with carrying out this type of study, but also the relevance of pursuing in-depth research on the social participation of students with ASD