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Support in school and the transition to further education and/or work – young adults with Asperger’s Disorder and ADHD
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.
2014 (English)In: 16th International Congress of the World Federation of Occupational: Sharing Traditions, Creating Futures, 2014Conference paper, Poster (with or without 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

Individuals with Asperger’s Disorder and attention deficit hyperactivity disorder (ADHD) may need support in order to participate and progress toward graduating from school; a starting point for pursuing institutes of further education, work and participation in community life.

Objectives

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

Methods

Semi-structured interviews were conducted with a purposive sample comprising 13 young adults between the age of 20 to 29 years, diagnosed with Asperger’s Disorder and attention-Deficit Hyperactivity Disorder (ADHD) based on DSM-IV and / or ICD-10 that have completed compulsory school.  A qualitative data analysis was used. 

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. Different aspects of support including academic accommodations, social support and emotional support are described as important for learning and participation in school.  Despite being evident in the students’ stories the support was perceived as inappropriate in relation to their individual needs and the students advocate for support affecting the students’ wellbeing.

Conclusion

The experience of support in school described by students with presented Asperger’s Disorder and ADHD are complex and require understanding of multiple aspects important for learning and participation.  

Contribution to the practice/evidence base of occupational therapy

Based on the students’ perspectives this study showed that different forms of support in school are important for learning and participation.  Therefore, occupational therapy services are essential for developing and implementing interventions in school. In addition, a collaborative approach between educators, parents and students is crucial for supporting students with Asperger’s Disorder and ADHD in school.

 

 

Place, publisher, year, edition, pages
2014.
National Category
Occupational Therapy
Identifiers
URN: urn:nbn:se:liu:diva-108086OAI: oai:DiVA.org:liu-108086DiVA: diva2:728961
Conference
16th International Congress of the World Federation of Occupational Therapists, June 18-21, 2014, Yokohama, Japan
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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