10.4225/03/58ace8cc76c52 Holcombe, Wendy May Wendy May Holcombe Temperament type: bridges and barriers in the education of high-functioning students with ASD in mainstream schools Monash University 2017 Mainstream education Asperger's syndrome thesis(masters) High-functioning monash:160286 ethesis-20150715-103836 Temperament type Learning support 1959.1/1203858 2015 Well-being Autism spectrum disorder Restricted access 2017-02-22 01:26:34 Thesis https://bridges.monash.edu/articles/thesis/Temperament_type_bridges_and_barriers_in_the_education_of_high-functioning_students_with_ASD_in_mainstream_schools/4679494 Rising prevalence rates and disproportionate outcomes place students with Autism Spectrum Disorder (ASD) as a cohort at risk within the education and schooling context. This is further complicated when these students are also high-functioning with the concomitant capacity for high level academic performance. This study examines the experiences and perspectives of 56 educators from a cross-section of roles within the public school system in Victoria, Australia, to identify how the temperament type of high-functioning students with ASD influences their experience of educational support and challenge. A case study framework was utilised for this project, which involved both an online survey and semi-structured interviews to gather data related to educator perceptions. Responses revealed the need for deeper understanding of individual students, beyond knowledge of ASD factors. Results point to temperament type as a stable source of information on core needs, student values, natural strengths and behavioural preferences. The Bridges and Barriers Model of Support, created from the data, itemises a broad range of challenges and supports within the developmental pathway from student strengths to educational success. It is recommended that educators utilise knowledge of temperament type as a means to understanding the experience of their students in order to maximise efficacy of support and optimise successful outcomes.