Theoretical and pedagogical backgrounds to children's Asperger syndrome definition

Abstract

The article is dedicated to thestudy of theoretical and pedagogicalprinciples of studying the concept ofchildhood Asperger's syndrome in or-der to improve the quality of educa-tion. It has been stated that Aspergersyndrome refers to diffuse develop-mental disorders and was classified asa separate disorder first in ICD – 10(World Health Organization, 1992)and then in DSM – IV (American Psy-chiatric Organization, 1994). The aimof the study is to outline the theoreti-cal preconditions for the definition ofchildhood Asperger's syndrome. Inorder to achieve the goal they havebeen guided by the theoretical andbibliographic method, for the study, generalization of scientific and edu-cational literature. In order to system-atize, specify the basic concepts of thestudy, identify features of Asperger'ssyndrome in the educational environ-ment, the interpretive method hasbeen used to rethink the role of chil-dren with Asperger's syndrome by so-cial institutions in the educational en-vironment, as well as to form a com-prehensive understanding of this sub-group.