Support for learning- goes beyond academic support: voices of students with Asperger’s disorder and ADHD
2016 (English)In: Autism, ISSN 1362-3613, E-ISSN 1461-7005, Vol. 20, no 2, 183-195 p.Article in journal (Refereed) Published
The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger’s disorder (AS) and attention-deficit/hyperactivity disorder (ADHD), and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with thirteen young adults aged between 20-29 years. A qualitative analysis, based on interpreting people’s experiences was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with AS and ADHD.
Place, publisher, year, edition, pages
Sage Publications, 2016. Vol. 20, no 2, 183-195 p.
Autism Spectrum Disorders, ADHD/ADD, psychosocial support, education, educational provision, services, qualitative research, special needs students
Other Health Sciences
IdentifiersURN: urn:nbn:se:liu:diva-115117DOI: 10.1177/1362361315574582ISI: 000372880100007OAI: oai:DiVA.org:liu-115117DiVA: diva2:794009