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Abstract
This paper examines Asperger’s syndrome and Cognitive Load Theory, as well as makes links to teaching relevance and classroom implications. Currently it is recognised that those with Asperger’s may have an impaired sensory register (i.e., sensory overload), however, this may also be extended into Cognitive Load Theory. That being, Cognitive Load Theory may present a further understanding of the potential ‘overload’ occurring in minds of those with Asperger’s syndrome (i.e., working memory overload).
Recommended Citation
Leonard, Lauren, Cognitive load and Asperger’s: Teaching relevance, Journal of Student Engagement: Education Matters, 5(1), 2015, 12-17.Available at:https://ro.uow.edu.au/jseem/vol5/iss1/3
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