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Perceptions of School by Two Teenage Boys with Asperger Syndrome and their Mothers: A Qualitative Study

Queensland University of Technology, Australia, sx.carrington{at}qut.edu.au

Lorraine Graham

University of New England, Australia

This qualitative study aimed to develop an understanding of the challenges faced by teenage boys with Asperger syndrome and their mothers. A case study approach was used to collect data from two 13-year-old boys who have Asperger syndrome and their mothers in Queensland, Australia. Data were collected through the use of semi- structured interviews. The words of the boys and their mothers provide a valuable insight into the personal experiences and feelings of the participants. An inductive approach to data analysis identified four themes: (1) developmental differences; (2) problems associated with the general characteristics of Asperger syndrome (i.e. communication and social difficulties, restricted range of interests, a need for routine); (3) stress; and (4) ‘masquerading’. The first three themes relate strongly to the current literature, but the emergence of masquerading is of particular interest in developing a fuller understanding of the experiences of individuals with Asperger syndrome at school.

Key Words: Asperger syndrome • inclusion

Autism, Vol. 5, No. 1, 37-48 (2001)
DOI: 10.1177/1362361301005001004


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