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Support in school and the transition to further education and work - individuals with neuropsychiatric disorders
Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
2013 (English)In: 12th NNDR conference, 2013Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Support in school and the transition to further education and/or work – young adults with Asperger’s Disorder and ADHD

Introduction

Research indicates that students with Asperger’s Disorder and ADHD face a number of barriers to participation in school which may affect learning, social relations and the transition to work and/or further education. Individuals with Asperger’s Disorder and ADHD may need support in order to participate in school and to make progress toward graduating from school, in order to qualify to attend and pursue institutes of further education, work and participation in community life.

Objectives

The objective of the study was to describe and explore young adults’ with Asperger syndrome and ADHD experience of support in school and what they, in retrospect describe as influencing learning.

Methods

Interviews have been performed with 13 young adults between the age of 20 to 29 years, diagnosed with Asperger syndrome and Attention-Deficit Hyperactivity Disorder (ADHD) based on DSM-IV and / or ICD-10 that have completed compulsory school.  

Results

Results show that the students in the present study stated that they did not receive adequate support during their school time in relation to their perceived difficulties with academic performance, social interaction and emotional wellbeing. Three types of support were identified during the analysis: “academic accommodations”, “social support” and “emotional support”.  Despite being evident in the students stories the support was perceived as inappropriate in relation to their individual needs, which in turn together confirmed the theme described as “Support affecting the students’ wellbeing”.  

Conclusion

The students’ experience of support in school, based on their current experiences, knowledge and understanding highlights the need for support that target academic performance, social relationships and emotional wellbeing, important for learning in school.

Contribution to the practice/evidence base of occupational therapy

Collaboration between educators, health care and occupational therapy services in school are important for developing and implementing support in school that will promote students learning and participation in school.

Place, publisher, year, edition, pages
2013.
National Category
Social Sciences Interdisciplinary
Identifiers
URN: urn:nbn:se:liu:diva-108077OAI: oai:DiVA.org:liu-108077DiVA: diva2:728948
Conference
12th Nordic Network on Disability Research Conference (NNDR), 30-31 May 2013, Turku, Finland
Available from: 2014-06-25 Created: 2014-06-25 Last updated: 2014-08-20

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Bolic, VedranaKjellberg, AnetteHemmingsson, Helena

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Bolic, VedranaKjellberg, AnetteHemmingsson, Helena
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