Educators face increasing demands to provide quality education in their classrooms, particularly to students with exceptional needs. Students with Asperger syndrome (AS) represent a population experiencing significant nonacademic barriers to learning (e.g., social, emotional, and behavioural needs). However, educational policies that identify and recognize the needs of these students vary among Canadian provinces, resulting in discrepancies in service provision. Moreover, anticipated revisions to the diagnostic criteria have increased awareness of the need for improved support for students with AS within the classroom environment. This article outlines the current provincial education policies regarding support for students with AS, including identification and service delivery, and concludes with suggestions for improvement.
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