Abstract:

The article addresses the issue of functioning in the school environment of children with Asperger's syndrome starting their education in public primary school from the perspective of their parents' experiences. The social functioning of pupils with Asperger's group starting their education in primary school will be discussed as well as their willingness to attend school, participate in social life, present difficult behaviors and organize additional activities from the parents' perspective. Parents whose children (diagnosed with Asperger’s syndrome) are educated in public schools took part in the study.

Besides family, school is one of the main environments of children's functioning where they adapt to being in the society. The learning process from the beginning of education affects the level of child's social development. Analyzing school's functions, the emphasis is placed on the educational (teaching) role of educational institutions. The lack of balance is visible in the aspect of education. It may cause difficulties for students who from parents’ as well as teachers’ perspective "deviate from the norm of behavioral standards". The basic disorder in Asperger's syndrome does not concern the cognitive process but the process of socializing these students.

Analyzing the school reality, it is to be noted that the educational and teaching processes are designed primarily for students without developmental deficits and calculated on the result of the group, not individuals, which results in difficulties in the social functioning of students with Asperger's syndrome at school.

The results of the conducted research allow to identify the strengths and weaknesses of the functioning of students with Asperger's syndrome starting primary school education as well as provide guidance on how to properly organize inclusion activities.

Keywords:

Student with Asperger's Syndrome, early education, social functioning.