A Case analysis.

1. THE QUALITY OF LIFE OF A
CHILD WITH ASPERGER’S
DISORDER IN A GENERAL
EDUCATION SETTING
CASE STUDY ANALYSIS – EDUC 1 (CHILD AND ADOLESCENT DEVELOPMENT)
Republic of the Philippines
UniversityofSoutheasternPhilippines
College of Teacher Education and Technology
Tagum-Mabini Campus
Apokon, Tagum City

2. INTRODUCTION
 The concept of the quality of life is the intimate
connection building social skills competencies in
children with developmental disabilities.
A case study conducted to a 10-year old Caucasian
girl with Asperger’s syndrome being educated in a
general education Grade 4 classroom.
 The researchers study about the quality of life of a
child with Asperger’s disorder in a general education
setting.

3. ENVIRONMENTAL ANALYSIS
SCHOOL
With this data, the researchers have evaluated that
a child having Asperger’s disorder will often quietly
stand by and try to fit in during school.
HOME
The participant’s home was chosen for the collection
of interview data. In order to get the data the
researcher’s was located in a middle class, suburban
neighborhood.

4. PROBLEM DEFINITION WITH
EVIDENCESSOCIAL INTERACTION
A. PHYSICAL WELL-BEING
The participant had little mobility and no
leisure activity in the classroom. She cannot
manage everything by her own and she always
need to be guided in every class works.
B. SOCIAL INCLUSION
The problem of the participant is the lack of
importance in inclusive roles in their classroom.

5. C. INTERPERSONAL RELATIONS
Reports of limited friendships, limited
interactions in social situation, and difficulty
initiating friendly interactions all point to
interpersonal skills limitations.
D. PERSONAL DEVELOPMENT
The problem here was, she is being teased
by several boys in her class. She related that the
only way to help her to solve this problem in
school, were: (a) if the teacher was watching, the
teacher would tell the boys to stop; and (b) she could
ignore them as the teacher had told her to do.

6. ALTERNATIVE SOLUTION
A. PHYSICAL WELL-BEING
The participant have to balance her physical
and mental well-being for her to succeed to have a
quality life. Her optimism concerning the availability and
quality of available health care made the subject a non-
issue, and recreation was covered to her satisfaction by
recess and other activities outside the school. Therefore,
some activities most involve things that can satisfied her
needs.

7. B. SOCIAL INCLUSION
In solution with this, the participant must do an effort to
interact with her other classmates and must not choose a person
to interact with. She must not limit herself in socializing with her
other classmates just because of the fear within her that she
might be rejected.
C. INTERPERSONAL RELATIONS
The Participant must improve her social interaction
towards herself. Applying Social Skills has been identified as the
most important area need in children with AD, yet it is area least
often addressed as stated by the researcher/author of the study
about the Quality of life of a child with Asperger’s Disorders.
D. PERSONAL DEVELOPMENT
Improve self-esteem, and confidence.

8. RECOMMENDED SOLUTIONS
As consistent with the work of Simpson and Myles
(1998) and Church, et al. (2000), the evidence that they
gather to demonstrate in order to help them focus
individual in this study they achieve the highest QOL and
potential for success in school, she should be the
recipient of social skills instruction in applied classroom
context. Not only could this help head off potential
behavior problems related to teasing by peers, it could
also help her live a fuller life with more variety, choice,
and opportunity stemming from a higher quantity and
quality of guided social interaction.

9. SUMMARY OF ANALYSIS
These findings emphasizes that although children with
AD have already exposed strengths, their challenges must
still be directly addressed so that they can also be satisfied
as well as be ultimately successful in their life.
Schalock (2000) emphasizes the need to use multiple
measures of person’s Quality of Life that measures both
direct and indirect sources of data. However, it must be
emphasized that QOL is universal as well as individually
applied concept and therefore should not be used in a
misguided pursuit of Quality of Life for persons with
Asperger Disorder.