| The escalating presence and cognitive style that define the learner with Asperger's are incommensurable with traditional pedagogy as demonstrated in recurrent case histories. An etiological profile of two adolescent males diagnosed with severe forms of Asperger's syndrome, common comorbid disorders, and low-normal and superior intellect was constructed disclosing requisite reformation at legislative and pedagogical levels. The primary research questions examined differences and commonalities between participants, critical educational events, systemic conflicts, and educational code. A two-tailed construct of sensory and cognitive domains created patterns dependent on infrastructure. The compilation in the first data set ranges from gestation to present. The second data reported on events during five school days, organized into typologies of infrastructure and reactive behaviors and analyzed by pattern matching according to sensory and cognitive causality. Data set three used 64 teacher surveys focused on prior infrastructure in mainstream and special education settings. A One-Way ANOVA and a test of multiple comparisons, determined significant responses. Pattern matching was also used to compare comments made by the participants. Some findings related to the questions were (a) logical compensatory strategies were coexisting, (b) reactive behavior intensity coincided with IQ (c) pragmatic strategies promoted learning (d) infrastructure and current code inhibits accommodation. This study provided the catalyst for social change by constructing a pedagogical view and providing feasible solutions for reform. However, authentic social change can only be achieved by informed and resolute action of all stakeholders. |
