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Lalonde and Chandler (1995) examined the relationship between social behaviour as determined by teacher ratings on a questionnaire and performance on theory of mind tasks related to the understanding of false belief. Their subjects were normal pre-schoolers. The study reported here used the methodology of Lalonde and Chandler (1995) to investigate the relationship between social behaviour and understanding of false belief in six school-aged boys with Asperger's Syndrome. No clear outcome on the relationship was obtained although greater understanding was seen to relate to age.

Individual Learning Plans (IEPs) can improve learning opportunities for support students if teachers have been involved in sustained collaborative professional learning around the broader concept of inclusion. All students can learn if classroom pedagogies are differentiated and students' individual learning needs are closely monitored and assessed. This current research foci is on inclusive classroom practices and the use of ideas writing, an innovative approach to support the framing of IEPs and to determine pedagogical practices for support students.