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Publications (10 of 36) Show all publications
Hedegaard, J. & Hugo, M. (2020). Inclusion through Folk High School courses for senior citizens. Educational gerontology, 46(2), 84-94
Open this publication in new window or tab >>Inclusion through Folk High School courses for senior citizens
2020 (English)In: Educational gerontology, ISSN 0360-1277, E-ISSN 1521-0472, Vol. 46, no 2, p. 84-94Article in journal (Refereed) Published
Abstract [en]

The increasing proportion of senior citizens in the population places new demands on the existing welfare system, in terms of the delivery of social services, but also with respect to democratic issues such as ‘inclusion’ and ‘participation.’ Participation in adult education offers a context where senior citizens can be included in society, experience meaningfulness, and even create the conditions for their own well-being. In Sweden, there exist formal adult education systems that have enjoyed more success than others with respect to attracting groups of senior citizens who traditionally have not participated in the same degree in this domain. The Folk High School is one such educational system. The purpose of this article is to provide a description of how Folk High School senior courses are organized and what role the courses that are offered there play in the participants’ lives with respect to meaningfulness, their well-being, and life-long learning. Eight focus group interviews with 33 participants were conducted at eight different Folk High Schools in southern Sweden. The results of this study indicate that Folk High Schools’ senior courses are organized together with the participants and in such a manner that interaction with participants from other courses is made possible. This interaction gives rise to an unpretentious- and, in a broad sense, an intercultural learning experience. The participants experience this as meaningful, and as something which impacts on their quality of life in a positive manner. Furthermore, it plays an important function in the participants’ continued life-long learning.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2020
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-47407 (URN)10.1080/03601277.2020.1712773 (DOI)000506798000001 ()2-s2.0-85078618525 (Scopus ID);HOA HLK 2020 (Local ID);HOA HLK 2020 (Archive number);HOA HLK 2020 (OAI)
Available from: 2020-01-15 Created: 2020-01-15 Last updated: 2020-02-18Bibliographically approved
Hugo, M. & Hedegaard, J. (2020). Inclusion through folk high school in Sweden – the experience of young adult students with high-functioning autism. Disability and Rehabilitation, 1-10
Open this publication in new window or tab >>Inclusion through folk high school in Sweden – the experience of young adult students with high-functioning autism
2020 (English)In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, p. 1-10Article in journal (Refereed) Epub ahead of print
Abstract [en]

Purpose:

The purpose of this study is to provide a description of the learning environment at Folk High School for participants with high-functioning autism and to examine their learning experience at Folk High School.

Methods:

A qualitative interview study was conducted with 21 participants who were enrolled at Folk High School which had been adapted to suit young adults with high-functioning autism. The interviews were analysed by means of a thematic content analysis which resulted in the identification of 6 themes related to learning experiences at Folk High School.

Results:

The participants enjoyed themselves and felt secure at Folk High School. They felt that they and their academic endeavours were suitably recognised, acknowledged, and understood. They reported that the teaching was suitably adapted for them and they felt that they could succeed in their studies. A frequent report that they made concerned their experience of clear structures in the teaching process and its predictability. The participants stated that Folk High School has the ability to satisfy each participant?s needs, which entailed lower levels of perceived stress than what they had experienced in their previous schooling. The participants experienced personal development during their time at Folk High School.

Conclusions:

Folk High School, and its special character, is able to successfully satisfy the needs of participants with high-functioning autism. Many of the participants, for the first time in their lives, experienced a sense of inclusion in an educational system and felt that they could succeed in their studies. However, there exists a risk that they become institutionalised, which entails that the participants function well primarily in Folk High School?s safe and caring environment.

Implications for rehabilitation

A supportive environment including both formal and social learning is paramount for people with high-functioning autism.Individually adapted teaching that is structured and predictable improve the conditions under which they can focus on their studies and enjoy academic success.The teachers? relational competence and ability to show interest in each individual are crucial.Social- and special-pedagogic competencies need to co-exist so as to improve learning conditions.Internship/workplace training can provide an important social learning experience for participants, as they learn about themselves and others and as they develop their social competence.To practice living on one?s own is a significant challenge, but it can create opportunities to learn about one?s self and to develop a sense of responsibility and other social skills.

Place, publisher, year, edition, pages
Taylor & Francis, 2020
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-47604 (URN)10.1080/09638288.2020.1717651 (DOI)31996055 (PubMedID)2-s2.0-85078773343 (Scopus ID)
Available from: 2020-01-30 Created: 2020-01-30 Last updated: 2020-02-18
Hedegaard, J. & Ahl, H. (2019). Catching glimpses of youth: Women’s experiences of their husbands visiting Men’s Shed. In: Carla Vilhena & Maria Helena Gregório (Ed.), The Contributions of Education and Learning For Older Adults’ Well-Being: Proceedings of the 9th Conference of the ESREA -Research Network On Education and Learning of Older Adults (ELOA). Paper presented at The 9th Conference of the ESREA Research Network on Education and Learning of Older Adults (ELOA), Faro, Portugal, 11-13 October 2018 (pp. 310-321). Faro: Universidade do Algarve
Open this publication in new window or tab >>Catching glimpses of youth: Women’s experiences of their husbands visiting Men’s Shed
2019 (English)In: The Contributions of Education and Learning For Older Adults’ Well-Being: Proceedings of the 9th Conference of the ESREA -Research Network On Education and Learning of Older Adults (ELOA) / [ed] Carla Vilhena & Maria Helena Gregório, Faro: Universidade do Algarve , 2019, p. 310-321Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Faro: Universidade do Algarve, 2019
National Category
Gender Studies
Identifiers
urn:nbn:se:hj:diva-44677 (URN)978-989-8859-61-7 (ISBN)
Conference
The 9th Conference of the ESREA Research Network on Education and Learning of Older Adults (ELOA), Faro, Portugal, 11-13 October 2018
Available from: 2019-06-19 Created: 2019-06-19 Last updated: 2019-06-19Bibliographically approved
Hedegaard, J. (2019). Communication about patients during ward rounds and verbal handovers: A gender perspective. Journal of Interprofessional Care, 33(6), 753-761
Open this publication in new window or tab >>Communication about patients during ward rounds and verbal handovers: A gender perspective
2019 (English)In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 33, no 6, p. 753-761Article in journal (Refereed) Published
Abstract [en]

This article investigates gender patterns on how two interprofessional teams communicate about patients in their absence. Thirteen ward rounds and 17 verbal handovers were audio-recorded and analyzed through a qualitative content analysis. The ward rounds consisted of 1 physician and 2–4 nurses. The verbal handovers consisted of 2–3 nurses and as many assistant nurses. The data were collected at a cardiac clinic at a hospital in southern Sweden. The results indicate that when patients acted according to socially-accepted gender norms, the communication among the interprofessional teams was characterized as ‘professional’, including communication primarily about the medical situation of the patient and statements of a non-judgmental nature. When patients did not act according to socially-accepted gender norms, the communication among the interprofessional teams switched to become more ‘informal’, including non-medical oriented statements of a negative nature. When the healthcare workers take the patient’s psycho-social condition into account, as advocated by concepts like ‘holistic care’ and ‘patient-centered care’, the risk for speculation and arbitrariness may increase, especially within interprofessional teams who hold a nursing responsibility for patients. Establishing more defined guidelines of how non-medical aspects should be dealt with are thus of importance to the development of an equitable provision and delivery of healthcare.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Content analysis, counter-stereotypical actors, gender, holistic care, patient-centered care, stereotype actors
National Category
Health Care Service and Management, Health Policy and Services and Health Economy Medical Ethics
Identifiers
urn:nbn:se:hj:diva-43531 (URN)10.1080/13561820.2019.1593116 (DOI)000493764900018 ()30912686 (PubMedID)2-s2.0-85063457827 (Scopus ID)HOA HLK 2019 (Local ID)HOA HLK 2019 (Archive number)HOA HLK 2019 (OAI)
Available from: 2019-04-24 Created: 2019-04-24 Last updated: 2020-01-20Bibliographically approved
Hugo, M., Hedegaard, J. & Bjursell, C. (2019). Folkhögskolan som inkluderande miljö för deltagare med neuropsykiatriska funktionsnedsättningar. Jönköping: Encell - Nationellt centrum för livslångt lärande, Högskolan för lärande och kommunikation
Open this publication in new window or tab >>Folkhögskolan som inkluderande miljö för deltagare med neuropsykiatriska funktionsnedsättningar
2019 (Swedish)Report (Other academic)
Abstract [sv]

Folkhögskolan lyfts ofta fram som ett gott exempel då det gäller utbildning riktadtill personer med olika former av funktionsnedsättningar. Det här har väcktintresset för vad det är som gör att folkhögskolan lyckas med dessa deltagare.Hedegaard och Hugo har i tidigare studier funnit att personer med högfungerandeautism är en grupp i behov av anpassning av utbildningssammanhangetför att det ska fungera och i den här rapporten fördjupar vi oss i hur deltagare,lärare och rektorer ser på verksamhet riktad till personer med neuropsykiatriskafunktionsnedsättningar, främst de med diagnosen högfungerande autism. Syftetmed rapporten är att beskriva hur folkhögskolan fungerar som stödjande miljöför deltagare i denna målgrupp utifrån tre perspektiv: ett deltagarperspektiv, ettlärarperspektiv och ett rektorsperspektiv. Det insamlade materialet består av: 1)21 forskningsintervjuer med deltagare som går kurser och linjer anpassade förunga vuxna med högfungerande autism. 2) Tre fokusgruppintervjuer med lärareoch övrig pedagogisk personal som arbetar med deltagare med högfungerandeautism. 3) 19 telefonintervjuer med rektorer på folkhögskolor som har kurser ochlinjer för deltagare med neuropsykiatriska funktionsnedsättningar. Slutsatserna irapporten kan sammanfattas i följande punkter:

Deltagarna beskriver att ...

– de trivs och känner sig trygga på folkhögskolan

– de upplever sig sedda, bekräftade och förstådda

– undervisningen är anpassad för dem och att de kan lyckas i sina studier,framträdande är upplevelsen av tydliga strukturer i undervisningen ochförutsägbarhet

– folkhögskolan har förmågan att möta varje individ individuellt, vilketinnebär mindre stress än i tidigare skolformer

– de genomgår en personlig utveckling under sin tid på folkhögskolan.

Lärare och övrig pedagogisk personal beskriver att ...

– kommunikativa och praktiska stödfunktioner är centrala för att stödjafokus på utbildning

– en mycket strukturerad undervisning med förutsägbarhet möjliggör att dessa deltagare kan ta till sig innehållet

– det egna boendet är en viktig del i den personliga utvecklingen

– det ofta krävs en omställningstid för att vänja sig vid att bo själv innandet blir fart på studierna på folkhögskolan.

Rektorerna beskriver att ...

– struktur och stabilitet är nödvändigt för att utbildningen ska fungera fördeltagare med neuropsykiatriska funktionsnedsättningar

– bemötandet av varje individ är en central del av att få utbildningen attfungera

– utveckling av både lärares och deltagares förmågor är centralt

– ett förhållningssätt som betonar ett kontinuerligt lärande i organisationenmöjliggör anpassning och förändring

Sammanfattningsvis kan sägas att deltagare, lärare och rektorer på olika sätt betonaratt det handlar om att förstå individens hela sammanhang för att kunna få tillett lärande som bidrar till att individen växer. Ett avgränsat fokus på klassrummetoch kursinnehållet är alltså för snävt för gruppen deltagare med neuropsykiatriskafunktionsnedsättningar och högfungerande autism. Deltagare, lärare och rektorerär också eniga om vikten av tydliga och styrande men individanpassade strukturer.Genom att det är vanligt med inackordering under studierna på folkhögskolaär det möjligt att ta ett helhetsgrepp kring individernas utveckling och där bidrarall personal på folkhögskolan på olika sätt. Att ge tydlig styrning av studierna kandock krocka med lärare och rektorers idéer om eget ansvar och självständighet ilinje med folkbildningens grundprincip att det ska vara ”fritt och frivilligt”. Vi harockså noterat en viss skillnad mellan att deltagarna ser socialpedagogerna somcentrala och viktiga för att ta tag i studierna medan lärare och rektorer har en idéom att det behövs fler specialpedagoger. Slutligen kan vi konstatera att ett individfokusoch en ansats som ser till hela människan är i linje med det som brukarbeskrivas som folkbildningens unika kultur.

Place, publisher, year, edition, pages
Jönköping: Encell - Nationellt centrum för livslångt lärande, Högskolan för lärande och kommunikation, 2019. p. 56
Series
Encell rapport ; 2019:1
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-43181 (URN)
Available from: 2019-02-21 Created: 2019-02-21 Last updated: 2019-02-21Bibliographically approved
Hedegaard, J. & Hugo, M. (2019). Functional workplaces for people with disabilities. In: H. Ahl, I. Bergmo Prvulovic & K. Kilhammar (Ed.), Human resource management: A Nordic perspective (pp. 163-176). London, UK: Routledge
Open this publication in new window or tab >>Functional workplaces for people with disabilities
2019 (English)In: Human resource management: A Nordic perspective / [ed] H. Ahl, I. Bergmo Prvulovic & K. Kilhammar, London, UK: Routledge, 2019, p. 163-176Chapter in book (Refereed)
Abstract [en]

A group whose competence is underutilised because of discrimination and prejudice is people associated with disabilities. Employers must consider how the workplace and work assignments can be adapted so that people associated with disabilities can be included. There are different types of disabilities and each one demands different adaptations. Once such changes are made, however, many people associated with disabilities can work. The chapter reports on a study of an IT education for people associated high-functioning autism. They need an undisturbed workplace and clear and well-structured work assignments. Managers must understand the conditions that high-functioning autistic people work under and be able to create good personal relationships.

Place, publisher, year, edition, pages
London, UK: Routledge, 2019
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-41322 (URN)9781138592834 (ISBN)9781138592858 (ISBN)9780429489761 (ISBN)
Available from: 2018-08-30 Created: 2018-08-30 Last updated: 2019-11-01Bibliographically approved
Hedegaard, J., Bjursell, C. & Hugo, M. (2019). Inclusion of people diagnosed with high-functioning autism at Swedish folk high schools. In: : . Paper presented at 8th Nordic Conference on Adult Education and Learning, Sustainable adult education and learning in organisational settings, 13-15 May 2019, Aarhus University, Copenhagen, Denmark.
Open this publication in new window or tab >>Inclusion of people diagnosed with high-functioning autism at Swedish folk high schools
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-43736 (URN)
Conference
8th Nordic Conference on Adult Education and Learning, Sustainable adult education and learning in organisational settings, 13-15 May 2019, Aarhus University, Copenhagen, Denmark
Available from: 2019-05-22 Created: 2019-05-22 Last updated: 2019-05-22Bibliographically approved
Hedegaard, J. & Ahl, H. (2019). Learning to deal with freedom and restraints: Elderly women’s experiences of their husbands visiting a Men’s Shed. Australian Journal of Adult Learning, 59(1), 76-93
Open this publication in new window or tab >>Learning to deal with freedom and restraints: Elderly women’s experiences of their husbands visiting a Men’s Shed
2019 (English)In: Australian Journal of Adult Learning, ISSN 1443-1394, Vol. 59, no 1, p. 76-93Article in journal (Refereed) Published
Abstract [en]

This article explores the effects of activities in Men’s Sheds on elderly women. Specifically, it investigates the opportunities that are made available for women when their husband/partner becomes active in the Men’s Shed movement; focussing on ‘empowerment’, ‘gender identity’ and ‘well-being’. Five focus group interviews and eight individual interviews with elderly women were conducted and subsequently analysed through a content analysis, guided by the concepts of ‘empowerment’, ‘gender-as-performative’ and ‘well-being’. The result indicates that the notions of ‘self-fulfilment’ and ‘self-sacrifice’ are central to understanding how men’s participation in Men’s Sheds has affected elderly women’s empowerment, gender identities, and well-being. When men visit Sheds, it empowers women and offers them a sense of freedom and independence due to the women feeling less concern for their partners and a concomitantly eased bad conscience for leaving the men home alone with nothing to do when the women leave the household to pursue their own activities. Simultaneously, ‘Shedding’ provides new avenues for women to reproduce traditional feminine gender roles where they are primarily responsible for the socio-emotional work within their marriage. This was demonstrated by the women’s extensive engagement by which they, practically and emotionally, prioritised their husbands/partners and their new Shedding experiences.

Place, publisher, year, edition, pages
Adult Learning Australia Inc., 2019
Keywords
empowerment, elderly women, external well-being, internal well-being, gender roles, gender identity, Men’s Shed
National Category
Gender Studies
Identifiers
urn:nbn:se:hj:diva-45123 (URN)000471601400005 ()2-s2.0-85070761205 (Scopus ID)
Available from: 2019-06-26 Created: 2019-06-26 Last updated: 2019-09-30Bibliographically approved
Hedegaard, J. (2019). Möjligheter och hinder i undervisningen: elever med diagnos inom autismspektrumtillstånd berättar: [Ingår i Lärportalens modul Inkludering och delaktighet – uppmärksamhet, samspel och kommunikation Del 4: Främja motivation och närvaro, årskurs 1-9. Stockholm: Skolverket
Open this publication in new window or tab >>Möjligheter och hinder i undervisningen: elever med diagnos inom autismspektrumtillstånd berättar: [Ingår i Lärportalens modul Inkludering och delaktighet – uppmärksamhet, samspel och kommunikation Del 4: Främja motivation och närvaro, årskurs 1-9
2019 (Swedish)Other (Other academic)
Place, publisher, year, pages
Stockholm: Skolverket, 2019. p. 10
Series
Lärportalen
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-45608 (URN)
Available from: 2019-08-20 Created: 2019-08-20 Last updated: 2019-08-20Bibliographically approved
Ahl, H. & Hedegaard, J. (2019). The theory of conditional social equality: Group homogeneity as a prerequisite for challenging (some) inequalities among older men. In: : . Paper presented at ESREA 10th Conference of the ESREA Research Network on Education and Learning of Older Adults (ELOA), May 10-11, 2019, Ljubljana, Slovenia.
Open this publication in new window or tab >>The theory of conditional social equality: Group homogeneity as a prerequisite for challenging (some) inequalities among older men
2019 (English)Conference paper, Oral presentation only (Refereed)
National Category
Gender Studies
Identifiers
urn:nbn:se:hj:diva-44679 (URN)
Conference
ESREA 10th Conference of the ESREA Research Network on Education and Learning of Older Adults (ELOA), May 10-11, 2019, Ljubljana, Slovenia
Available from: 2019-06-19 Created: 2019-06-19 Last updated: 2019-06-19
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2045-7716

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