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Education as habilitation: Empirical examples from an adjusted education in Sweden for students with high-functioning autism
Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.ORCID iD: 0000-0002-2045-7716
2017 (Swedish)Conference paper, Presentation (Other academic)
Abstract [en]

The purpose of this paper is to highlight empirical examples of habilitation effects of an adjusted education for young adults with high-functioning autism. Our paper draws upon findings from a project researched - an IT education called the IT-track  - which is an example of an initiative that has had the intention to help to break the isolation and exclusion in favor of inclusion. The IT-track started in January 2012 and is founded by The European Social Fund (ESF), Region Jönköping, Höglandet’s Coordinating Association and Eksjö Municipality. It targets young people diagnosed with high-functioning autism between 19-30 years old. The IT-track offers upper secondary and university courses in programming, CAD and computer systems, as well as internship experience. The study is inspired by ethnographic methodology (Hammersley & Atkinson, 2007), where researchers reside within the environments and situations they want to learn about. Data was collected by way of participant observations, natural conversations, research interviews with students and one focus group interview with the staff (van Manen, 1990). The different data collection methods complemented each other and, taken together, provide a rich description of the students’ experiences of the IT-track. The context of the present study is focused on (i) the students’ experiences of the IT-track, (ii) the students’ previous school experiences, and (iii) how they relate to their future. The findings involve:

  • Identified adjustments at the IT-track
  • To get structure in everyday life
  • To function better socially with others 
  • Extended horizons of possibility
  • Employment and internship

The findings have relevance due to a prior lack of research into Asperger syndrome and education. This paper highlights the need for a better understanding of how environments can be adapted in order to be supportive and contributing to learning and habilitation.

Place, publisher, year, edition, pages
2017.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-35529OAI: oai:DiVA.org:hj-35529DiVA: diva2:1095889
Conference
Nätverket för skolsocial forskning: Att förebygga skolmisslyckanden, Växjö, 2-3 februari, 2017.
Available from: 2017-05-16 Created: 2017-05-16 Last updated: 2017-05-16Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
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