Asparger Syndrome and high functioning: motor learning and school performance. A case study

Introduction: Motor behavior is one of the components that determines the quality of school performance instudents affected by Asperger Syndrome (AS). Aim: The purpose of this study has been defined in thevalidating of pedagogical didactic repercussion pursued through a remodeling of the curricular hours,implementing a motor and artistic path. Methods: The research was developed in three school yearsanalyzing the problems related to awkwardness or maldroitress and the difficulty of writing revealed by asubject affected by the Asperger Syndrome attending the secondary School in Naples. Results: The checkscoincided with the school term and demonstrated the continuous improvement of the performances of thesubject who, at the end of the three years course, managed to control motor behavior, performed writtentasks respecting the spaces delimited by margins and lines and has agreed to answer to oral questions withthe help of concept maps. Conclusion: The motor proposals oriented to the adequate acquisition of the bodyand motor scheme as well as the coordination and conditional abilities through training courses related tolearning and strengthening coordination, spatio-temporal aspect and movement-control have enabledovercome the considerable motor and relational difficulties of the subject.