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  • 1.
    Ahl, Helene
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The theory of conditional social equality: Group homogeneity as a prerequisite for challenging (some) inequalities among older men2019Conference paper (Refereed)
  • 2.
    Ahl, Helene
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Golding, B.
    Federation University Australia.
    How the Men’s Shed idea travels to Scandinavia2017In: Australian Journal of Adult Learning, ISSN 1443-1394, Vol. 57, no 3, p. 316-333Article in journal (Refereed)
    Abstract [en]

    Australia has around 1,000 Men’s Sheds – informal communitybased workshops offering men beyond paid work somewhere to go, something to do and someone to talk to. They have proven to be of great benefit for older men’s learning, health and wellbeing, social integration, and for developing a positive male identity focusing on community responsibility and care. A Men’s Shed is typically selforganized and ‘bottom-up’, which is also a key success factor, since it provides participants with a sense of ownership and empowerment. Men’s Sheds are now spreading rapidly internationally, but the uptake of the idea varies with the local and national context, and so too may the consequences. Our paper describes how the Men’s Shed travelled to Denmark, a country with considerably more ‘social engineering’ than in Australia, where Sheds were opened in 2015, via a ‘top-down’ initiative sponsored by the Danish Ministry of Health. Using data from the study of the web pages of the Danish ‘Shed’ organizations, from interviews with the central organizer, and from visits and interviews with participants and local organizers at two Danish Men’s sheds, we describe how the idea of the Men’s Shed on the Australian model was interpreted and translated at central and local levels. Preliminary data indicate that similar positive benefits as exist in Australia may result, provided that local ownership is emphasized.

  • 3.
    Ahl, Helene
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Golding, Barry
    Federation University, Australia.
    How the idea of a Men’s Shed travels to Scandinavia2017In: Getting of wisdom – Learning in later life: International Exchange and Conferences, 2017Conference paper (Refereed)
    Abstract [en]

    Australia has around 1,000 Men’s Sheds – informal community-based workshops offering men beyond paid work somewhere to go, something to do and someone to talk to. They have proven to be of great benefit for older men’s learning, health and wellbeing, social integration, and for developing a positive male identity focusing on community responsibility and care. A Men’s Shed is typically self-organized and ‘bottom-up’, which is also a key success factor, since it provides participants with a sense of ownership and empowerment. Men’s Sheds are now spreading rapidly internationally, but the uptake of the idea varies with the local and national context, and so too may the consequences. Our paper describes how the Men’s Shed travelled to Denmark, a country with considerably more ‘social engineering’ than in Australia, where Sheds were opened in 2015, via a ‘top-down’ initiative sponsored by the Danish Ministry of Health. Using data from the study of the web pages of the Danish ‘Shed’ organizations, from interviews with the central organizer, and from visits and interviews with participants and local organizers at two Danish Men’s sheds, we describe how the idea of the Men’s Shed on the Australian model was interpreted and translated at central and local levels. Preliminary data indicate that similar positive benefits as in Australia may result, provided that local ownership is emphasized.

  • 4.
    Ahl, Helene
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Golding, Barry
    Federation University, Australia.
    The Nordic translation of “Men’s Shed”, a gendered model for adult learning2017Conference paper (Refereed)
    Abstract [en]

    Research topic/Aim:

    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.

    Theoretical/Methodological framework

    • Supported education
    • Supported employment
    • Sense of coherence

    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.

    Expected findings:

    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

    Relevance for Nordic adult education and learning research:

    The findings have relevance for Nordic adult education and learning research due to a prior lack of research into Asperger syndrome and education of younger adults. 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.

  • 5.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Sjödahl, Charlotte
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    From national policy to local policy: Evidence based practice as a dominant idea2017Conference paper (Refereed)
  • 6.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Clinical Microsystem: A promise for change and equality or hierarchy reinvented?2011Conference paper (Other academic)
    Abstract [en]

    This article discusses the health care management model Clinical Microsystem (CM), particularly its potential for promoting/facilitating multi-professional collaboration, as well as the consequences of such, including the implications for equality amongst health care staff.  The innovation of the model is questioned on the grounds of its efficiency-driven rationality, and its relation to system theory and the manufacturing industry is explored. With its emphasis on multi-professional collaboration, CM may indeed foster the reproduction of inequalities; the continuous striving for consensus may contribute to creating a culture of blindness with regard to issues of power between and among the different professions within CM.  In order to secure better outcomes for equality, this article argues for the introduction of a new epistemology – social constructionism - in health care in general and CM in particular to replace constructivism’s individual-centered epistemology  and to challenge socially constructed assumptions and taken-for-granted knowledge.  

     

  • 7.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Communication about patients during ward rounds and verbal handovers: A gender perspective2019In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567Article in journal (Refereed)
    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.

  • 8.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Communication about patients in multi-professional teams: a gender perspectiveManuscript (preprint) (Other academic)
  • 9.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    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 1-92019Other (Other academic)
  • 10.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The Janus-face of normativity – Health care staffs’ communicative construction of patients in their absence2013Conference paper (Refereed)
  • 11.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The production and maintenance of inequalities in health care: A communicative perspective2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The Swedish health care system does not offer care on equal terms for all its end-users. Discrimination toward patients can take the form substandard communication toward women or foreign born patients. Discrimination is also embedded in the organizational context. Health care is under pressure to increase efficiency and quality of care at the same time. There is a risk that demands for equality will be pushed aside. This thesis aims to contribute to our understanding of how discrimination is expressed in interpersonal- and organizational communication within health care, and highlight educational implications for health care practices. This thesis is comprised of three empirical studies and one conceptual study. In the first study, critical discourse analysis (CDA) is used to categorize gender patterns in communication between health care workers and patients, and finds that both patients and health care workers reproduced the gender order. Open questions created a setting less prone to be limited by gender stereotypes. In the second study, CDA is used and complemented with Linell’s dialogic perspective in order to explore whether patients who were native speakers of Swedish were constructed differently than those who were not, in patient-physician consultations. Findings indicated that the non-native speakers actually were model, participative patients according to patient-centered care. Notwithstanding this they were met by argumentation, whereas the more amenable native patients were met by accommodating responses. In the third study, qualitative content analysis is used to analyze how health care workers talked about patients in their absence. The results revealed that communication about patients who were perceived as not acting according to socially accepted gender norms contained negative and disparaging statements. The final study focused on Clinical Microsystems, a New Public Management-based model for multi-professional collaboration and improvement of health care delivery. Drawing on theories of New Public Management, gender, and organizational control, this study argues that the construction of innovative and flexible health care workers risks reproducing the gender order. The thesis concludes that gender and ethnic stereotypes are reproduced in health care communication, and that an efficiency-inspired organizational and institutional discourse may be an impediment to equal care. This calls for focus on learning about communication for prospective and existing health care workers in a multicultural health care context.

  • 12.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The role of interactive and action research in developing and improvement oriented projects2009In: Vägval och dilemman i interaktiv forskning: Kurspaper från Bridging the gaps doktorandkurs Interaktiv forskning 2008 / [ed] Mattias Elg och Boel Andersson Gäre, Linköping: Helix , 2009, p. 111-122Chapter in book (Other academic)
  • 13.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Catching glimpses of youth: Women’s experiences of their husbands visiting Men’s Shed2018Conference paper (Refereed)
  • 14.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Catching glimpses of youth: Women’s experiences of their husbands visiting Men’s Shed2019In: 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 (Refereed)
  • 15.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Learning to deal with freedom and restraints: Elderly women’s experiences of their husbands visiting a Men’s Shed2019In: Australian Journal of Adult Learning, ISSN 1443-1394, Vol. 59, no 1, p. 76-93Article in journal (Refereed)
    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.

  • 16.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The gender subtext of new public management-based work practices in Swedish health care2013In: Equality, Diversity and Inclusion: An International Journal, ISSN 2040-7149, Vol. 32, no 2, p. 144-156Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this paper is to propose a theoretical framework for researching gender equality implications of Clinical Microsystems, a new public management-based model for multi-professional collaboration and improvement of health care delivery.

    Design/methodology/approach – The paper draws on literature from gender in organizations, new public management, multi-professional collaboration and organizational control to critically analyze the Clinical Microsystem model.

    Findings – While on the surface an egalitarian and consensus-based model, it nevertheless risks reinforcing a gendered hierarchical order. The explicit emphasis on social competencies, on being collaborative and amenable to change risks, paradoxically, disfavoring women. A major reason is that control becomes more opaque, which favors those already in power.

    Practical implications – The paper calls for researchers as well as practitioners to incorporate concerns of equality in the work place when introducing new work practices in health care. For research, the authors propose a useful theoretical framework for empirical research. For practice, the paper calls for more transparent conditions for multi-professional collaboration, such as formalized merit and advancement systems, precisely formulated performance expectations and selection of team members based strictly on formal merits.

    Originality/value – A gender analysis of a seemingly anti-hierarchical management model is an original contribution, adding to the literature on Clinical Microsystem in particular but also to critical studies on new public management. Moreover, the paper makes a valuable practical contribution in suggesting ways of avoiding the reproduction of gender inequalities otherwise implied in the model.

  • 17.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The gender subtext of public health care innovation: the case of implementing Clinical Microsystems in Sweden2012Conference paper (Refereed)
    Abstract [en]

    Longevity and improved medical remedies in combination with monetary limitations forces health care to increase its efficiency. This cannot be undertaken from a medical perspective alone, rather there is a call for innovative work practices (Berwick, Nolan and Whittington, 2008). Practices inspired by business or industry are thus implemented in Sweden as well as in other countries (Henriks & Berger, 2007; Leonard, Graham, & Bonacum, 2004).

    In addition to efficiency problems, Swedish health care has well documented gender inequalities. Women are consistently given care of lesser quality than men, and health care organizations typically have a patriarchal gender hierarchy, gendered professions, and stereotypical gender expectations, encompassed by both staff and patients (Smirthwaite, 2007; Upmark, Borg, & Alexandersson, 2007). The question for this paper is thus: will innovation in health care, designed to meet inefficiency problems, also address inequality problems?

    The particular model examined is labeled Clinical Microsystems, introduced by US scholars (Nelson, Batalden, & Godfrey, 2007) and implemented in several Swedish public health care organizations. The model borrows from Total Quality Management and from Lean Production. A Clinical Microsystem is comprised of the entire group of health care professionals that meet a patient. Patients and their relatives are considered integral parts of the microsystem, and so are material artifacts like computers and waiting rooms. The idea is that improvement of care emanates from better functioning microsystems engaged in constant quality development. The model holds thoughts of bottom-up processes, empowerment, multi-professional co-operation, and consensus. It focuses informal and social competences of staff, stressing change of attitudes, approaches, and measuring processes, and staff is evaluated on being collaborative, flexible and, not least, innovative (Berwick et al., 2008).

    From a feminist perspective, the model might have some unwanted side effects. It tends to produce a certain type of individual, and reproduce a certain social order. Norms of empowerment and consensus may give the illusion of a flat organization and a sense that influence is widely spread throughout the organization, but the influence is strictly conditional: in order for an individual to exercise influence, he/she must behave in a prescribed way and display the appropriate attitudes such as being collaborative and flexible (Powers, 2003; Orlikowski, 1991).

    Health care specialists have been accustomed to having a high level of control in their work, conferred by their professional training (Abernethy and Stoelwinder, 1995). Models that not only focus the end product but also the processes leading up it tend to restrict this autonomy. When professional authority is downplayed, this cannot be used a resource to challenge stereotyped gender expectations. When job descriptions include behavioral and social aspects, this tends to benefit the group that is in power (Krogstad et al., 2004), and as Eräsaari (2002) demonstrates, when formal rules and regulations are replaced by informal ones, and when organizations are flattened and made less bureaucratic, this tends to disfavor women. Barker (1993) suggest that team-organized work tends to stabilize norms rather than challenge them, and therefore, as Acker (2006) points out, may not reduce gender inequality at all. In conclusion, innovation in health care delivery such as Clinical Microsystems may change the delivery of care, but holds no clear promise of challenging gender inequalities in health care.

  • 18.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Rovio-Johansson, Airi
    Gothenburg Research Institute, School of Business, Economics and Law, University of Gothenburg, Gothenburg, Sweden.
    Siouta, Eleni
    Jönköping University, School of Health and Welfare, HHJ, Quality Improvement and Leadership in Health and Welfare. Karolinska Institute/Sofiahemmet University, Department of Neurobiology, Care Sciences and Society, Division of Nursing, Stockholm, Sweden.
    Gendered communicative construction of patients in consultation settings2014In: Women & health, ISSN 0363-0242, E-ISSN 1541-0331, Vol. 54, no 6, p. 513-529Article in journal (Refereed)
    Abstract [en]

    This study aimed to explore the communication in consultations between patients and health care staff from a gender perspective. We used 23 tape-recorded consultations between patients with Atrial Fibrillation and 5 nurses and 5 physicians at cardiac outpatient clinics at 6 different hospitals in southern Sweden during autumn 2009 to explore the verbal gendered constructions of patients. Through critical discourse analysis, we revealed that the male patients tended to describe their ailments with performance-oriented statements, whereas the female patients usually used emotional-oriented statements. The staff downplayed the male patients' questions and statements, while they acknowledged concern toward the female patients. Both the patients and the staff made conclusions according to a mutual construction. Male patients were constructed as competent, and female patients as fragile through gender-stereotypical communication. Open-ended statements and questions enabled consultations to be less limited by gender stereotypes.

  • 19.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hugo, Martin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Inclusion of people diagnosed with high-functioning autism at Swedish folk high schools2019Conference paper (Refereed)
  • 20.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hugo, Martin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Functional workplaces for people with disabilities2019In: 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.

  • 21.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hugo, Martin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Funktionsdugliga arbetsplatser för personer med funktionsnedsättning2017In: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo Prvulovic och Karin Kilhammar, Lund: Studentlitteratur AB, 2017Chapter in book (Refereed)
  • 22.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. Man.
    Hugo, Martin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Inclusion through folk high school in Sweden2018Conference paper (Refereed)
  • 23.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hugo, Martin
    Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    IT-spåret: En följeforskningsstudie om studenters och personals upplevelser av verksamheten2015Report (Other academic)
  • 24.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hugo, Martin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Jag har lärt mig en vettig grej när jag har vart här… och det är försök för helvete själv du kommer klara det - En följeforskningsstudie om studenters upplevelser av en utbildning för unga vuxna med asperger2015Conference paper (Other (popular science, discussion, etc.))
  • 25.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hugo, Martin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Lärandets sociala dimensioner: Unga vuxna med Asperger beskriver sina erfarenheter av anpassad utbildning2015Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Denna studie handlar om hur unga vuxna med Asperger upplever att studera IT på en speciellt anpassad utbildning. Det specifika syfte var att beskriva hur unga vuxna med Asperger upplever utbildningen på IT-spåret. Detta syfte delades upp i fyra frågeställningar; Hur beskriver studenterna sina upplevelser och erfarenheter av IT-spåret?, Vilka undervisningsmässiga och mellanmänskliga stödfunktioner beskriver studenterna som mest betydelsefulla?, Hur beskriver studenterna sina framtidsvisioner? och Hur framträder interaktionen mellan studenterna och lärarna på IT-spåret?.  TIllvägagångssättet har varit etnografiskt, där forskarnarna har genomfört deltagande observation och naturliga samtal under sju dagar samt genomfört 14 forskningsintervjuer med studenterna. IT-spåret är ett projekt som startade den 1 januari 2012 och vänder sig till studiemotiverade med diagnosen Asperger som har ett stort intresse för IT och gärna vill arbeta med detta. Framträdande i studenternas berättelser var den upprymdhet som utbildningen genererade. Gällande själva undervisningsformen och anpassningen runt denna framhöll studenterna framförallt möjligheten att få arbeta på en egen arbetsplats, att få arbeta i sin egen takt, friheten att bestämma över sin tid, att de fått individuell hjälp och har tillgängliga lärare samt att de getts möjligheten att få fokusera. Det lärande som varit mest framträdande i studenternas berättelser har, utöver det faktiska innehållet i de olika kurserna, varit det sociala lärandet. De har successivt börjat att fungera bättre socialt med andra och därigenom utvecklat förmågor såsom att be om hjälp, att prata inför grupp, ta mer ansvar, att våga försöka och fått bättre struktur i vardagen. Sammantaget har studierna vid IT-spåret inneburit vidgade möjlighetshorisonter i form av att de brutit en tidigare isolering som utmärktes av sysslolöshet och ensamhet. Genom studierna och vistelsen på IT-spåret har deras känsla av delaktighet, anpassning och meningsfullhet ökat med en ljusare framtidstro som följd. Fördelarna är således många men det finns också farhågor kring att den ljusare framtidstron inte kommer att materialiseras. Den anpassning som utbildningen utmärks av, den tillmötesgående och accepterande kultur som finns på IT-spåret blir svår att leva upp till för framtida potentiella arbetsgivare och det föreligger också svårigheter att ens förmå arbetsplatser att ta emot studenter för praktik. Oavsett hur framtiden ser ut för dessa studenter har vistelsen på IT-spåret inneburit en positiv upplevelse, vilket har ett värde i nuet och det sociala lärandet som ägt rum är värdefullt även utanför den reguljära arbetsmarknaden. 

  • 26.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hugo, Martin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Social dimensions of learning – the experience of young adult students with Asperger syndrome at a supported IT education2017In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 19, no 3, p. 256-268Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to describe how young adults with Asperger syndrome experience an educational project called ‘the IT-track’. The methods used included participant observation and research interviews. The results were interpreted within the theoretical framework described by ‘Supported Education’ (SED). The most prominent experience among the students was social learning. Students describe that they gradually began to function better socially with others and developed various abilities, such as asking for help, and talking to groups.The teachers emerged in the interviews as the single most important source of support as they formed the basis of two key points of SED. Overall, studying at the IT-track resulted in the students extending their horizons of possibility by breaking away from their previous sense of isolation which was marked by idleness and loneliness. By participating at the IT-track, the students’ sense of participation and meaningfulness increased.

  • 27.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hugo, Martin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Utbildning som stödjande miljö för deltagare med högfungerande autism: Rapport från ett pågående forskningsprojekt om personer med högfungerande autism och deras studiegång2018Report (Other academic)
    Abstract [sv]

    Den här studien är en del av Myndigheten för ungdoms- och civilsamhällesfrågors fördjupade analys av ungas övergång mellan skola och arbetsliv. Den här delstudien beskriver vad unga vuxna (18–30 år) med diagnosen högfungerande autism har för erfarenheter av anpassad undervisning och hur de förbereds inför arbetslivet. I rapporten beskrivs också vad lärare och annan personal har förerfarenheter av att möta denna målgrupp.

  • 28.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Rovio-Johansson, Airi
    Gothenburg Research Institute (GRI), School of Business, Economics and Law, Universi-ty of Gothenburg .
    Siouta, Eleni
    Jönköping University, School of Health and Welfare, HHJ, Quality Improvement and Leadership in Health and Welfare. Sophiahemmet University.
    Communicative construction of native versus non-native Swedish speaking patients in consultation settings2013In: Offentlig Förvaltning. Scandinavian Journal of Public Administration, ISSN 2000-8058, E-ISSN 2001-3310, Vol. 17, no 4, p. 21-49Article in journal (Refereed)
    Abstract [en]

    In this paper, we examine patient-centered care through analyzing communicative constructions of patients, on the basis of their native language, in consultations with physicians. Whereas patient-centered care is of current interest in health care, research has not addressed its implications in this dimension. Previous studies indicate that non-native Swedish speaking patients, experience substandard interpersonal treatment far more than native Swedish speaking patients. Our findings show that the non-native Swedish speaking patients presented themselves as participating, whereas the native Swedish speaking patients presented themselves as amenable. The physicians responded in two different ways, argumentatively towards the non-native Swedish speaking patients and acknowledging vis-à-vis the native Swedish speaking patients. When decisions and conclusions were made by the patients and physicians, this resulted in preservation of the status quo in the consultations with the non-native Swedish speaking patients, while the corresponding result with the native Swedish speaking patients was monitoring of their health status. So, whereas the non-native Swedish speaking patients actually were model patient-centered care patients, physicians were more amenable towards the native Swedish speaking patients. We suggest that patient-centered care is desirable, but its practical application must be more thoroughly scrutinized from both a patient and a health care worker perspective.

  • 29.
    Hugo, Martin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Education as habilitation: Empirical examples from an adjusted education in Sweden for students with high-functioning autism2017Conference paper (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.

  • 30.
    Hugo, Martin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Education as habilitation: Empirical examples from an adjusted education in Sweden for students with high-functioning autism2017Conference paper (Other academic)
  • 31.
    Hugo, Martin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Education as habilitation: Empirical examples from an adjusted education in Sweden for students with high-functioning autism2017In: Andragogic Perspectives, ISSN 1318-5160, Vol. 23, no 3, p. 71-87Article in journal (Refereed)
    Abstract [en]

    This article draws upon findings from an educational program in Information Technology for young adults associated with high-functioning autism. The aim of the program was to make the students employable. Data was collected through participant observation and research interviews. Of the twelve students who completed their education, five had made transitions to employment and three held internship places. Because of this training and the adaptations that were made within the educational program, the well-being of the students improved, and their need for home support and medication decreased. Important adjustments included the provision of individual work places, the clear structure of the work that was to be performed, and the creation of an environment where the students were seen, acknowledged, and understood.

  • 32.
    Hugo, Martin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Följeforskning som skolnära forskningsmetod2016In: Skolnära forskningsmetoder / [ed] Elsie Anderberg, Lund: Studentlitteratur AB, 2016, p. 47-62Chapter in book (Other (popular science, discussion, etc.))
  • 33.
    Hugo, Martin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Habilitating effects of an adjusted education in Sweden for students with High-functioning autism2017Conference paper (Refereed)
  • 34.
    Hugo, Martin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Varför fungerar folkhögskolan för deltagare med högfungerande autism?2018Conference paper (Other academic)
  • 35.
    Hugo, Martin
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Bjursell, Cecilia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Folkhögskolan som inkluderande miljö för deltagare med neuropsykiatriska funktionsnedsättningar2019Report (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.

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