However, such a limited understanding of special education is incomplete and belies the true nature of human development, potential, and the infinite complexities that exist within the human brain. As such, this brief paper will analyze Asperberger’s syndrome within the broader context of special education and the unique opportunities that such a syndrome represents to both the educational system, the individual suffering from it, and society at large. Firstly, Aspergers disease has only recently begun to be more fully understood than it has in the past. Previously, it was almost invariably wrongly lumped in together with a host of autism spectrum disorders that neither related to it nor helped to define it very well. Although it is an autism disorder, the ways in which the syndrome itself is exhibited and understood are quite different from those that other autism disorders display. Furthermore, due to the fact that the disease is little understood and exhibits itself predominately among boys, it is oftentimes misdiagnosed by teachers, family members, and even professionals as a type of obsession or compulsion that is merely indicative of certain phase of development and will necessarily pass with time.
In this way, the reader can adequately see that although medical experts claim the syndrome may affect as many as 3% of the population, it is oftentimes misunderstood, under diagnosed or misdiagnosed (Baylis 2011). Furthermore, like any autism spectrum disease, Aspergers itself can of course exhibit varying degrees of severity. In this way, although some members of the student body may be easily identified, others may not. As with a host of autism spectrum disorders, the societal interpretation of Aspergers is particularly troublesome. Whereas a degree of empathy and understanding can oftentimes be evoked with relation to more traditional and typical forms of autism, Aspergers oftentimes illicit unhealthful responses from those that do not fully understand it within society. For instance, as Aspergers is defined by a host of symptoms to include: overly obsessive behavior with reference to a particular interest, topic, or hobby, inability to understand the emotional responses of others, social integration issues, and a host of other issues, individuals within society oftentimes misinterpret these as evidence of the fact that the child is merely “nerdy”, “anti-social”, “preoccupied”, or just “weird” (Wheeler 2011). Obviously, such labels do not help in either fostering a greater understanding of the disease or promoting key resources that can be utilized to engage with those that suffer from or seek to provide a degree of treatment and/or development. Similarly, to a wide range of autism spectrum diseases, Aspergers syndrome is non-curable and nominally treatable with pharmaceutical and/or therapeutic means. Of course this does not mean that the individual suffering from it cannot benefit from having an understanding therapist or psychiatrist prescribe a particular regimen or drug plan; however, it is merely meant to show that the disease is invariably something that an individual suffers with for the remainder of their lives (Merchan-Naranjo et al 2012). With regards to the effects on the student, the disease exhibits these in different ways depending on the degree of severity. The disease is also dependent upon the