Abstract
In this study, we observed activities of an Asperger Syndrome (AS) boy supported by a teacher who had constructed the relationship of trust with him, and we clarified the process that the boy and his peers in the classroom grew together. The teacher helped the children create a context in which each member respects characteristics of individual children including the AS boy. Experiences of the AS boy were shared by his classmates. A problem that the AS boy had experienced was discussed, and solved by his peers, and the children applied the boy's experience to their own problems. The results underscore the importance of practice in which the characteristics of AS children are taken into consideration.
