The identification and prevalence of students with Asperger Syndrome (AS) in schools throughout the U.S. appears to be rapidly increasing (Barnhill, 2001a). Lamarine (2001), states that, "Epidemiological evidence suggests that AS may affect approximately 7 out of every 1,000 people" (p. 152). Many students identified as having AS are served in both special and general education classrooms. The purpose of this project was to emphasize the necessity of early identification and interventions, to review the characteristics of AS, and delineate best practice strategies for serving these students in the general education classroom. The literature concerning teaching and learning for students with AS suggested many simple interventions that not only provide the needed support for students with Asperger's, but also benefit their general education peers. With the current research on Asperger's and full collaboration between parents, students and school personnel, the student with Asperger Syndrome can experience success within the general education classroom. The project consists of a handbook, which addresses the background of the disorder, characteristics and diagnostic criteria, along with strategies for inclusion and resources for both teachers and parents. 

Committee Chair: Dr. Debra J. Prigge.