Differential Diagnosis of Asperger's syndrome in a preschool child and supportive measures in a primary school preparatory class

Abstract

This study examines the case of a preschool boy with special educational needs. This boy underwent a series of specialist assessments and was subsequently diagnosed with autism spectrum disorder by the special education centre, resulting in a range of support measures provided by the primary school in a preparatory class. The main aim is to enrich the knowledge of educators working with preschool and younger school-age children with an unusual case from practice. It also seeks to answer the questions of whether the support measures recommended by the special education centre were adequate, what changes in the boy's psychological development were achieved, and what influenced the changes. The study presents rich qualitative data, thus creating room for a critical insight into the actions of the people involved in the case, and also thereby emphasizing a comprehensive differential diagnostic view of autism spectrum disorders.