Support for Learning Goes beyond Academic Support: Voices of Students with Asperger's Disorder and Attention Deficit Hyperactivity Disorder

Autor/inn/en	Bolic Baric, Vedrana; Hellberg, Kristina; Kjellberg, Anette; Hemmingsson, Helena
Titel	Support for Learning Goes beyond Academic Support: Voices of Students with Asperger's Disorder and Attention Deficit Hyperactivity Disorder
Quelle	In: Autism: The International Journal of Research and Practice, 20 (2016) 2, S.183-195 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361315574582
Schlagwörter	Asperger Syndrome; Attention Deficit Hyperactivity Disorder; Semi Structured Interviews; Qualitative Research; Young Adults; Barriers; Success; Student Needs; Small Group Instruction; Individualized Instruction; Caring; Teacher Role; Emotional Response; High School Students; Foreign Countries; Adolescents; Hermeneutics; Individual Differences; Interpersonal Relationship; Well Being; Sweden + Suchen Sie Ihr Suchwort? Asperger-Syndrom; Qualitative Forschung; Young adult; Junger Erwachsener; Erfolg; Individualisierender Unterricht; Care; Pflege; Sorge; Betreuung; Lehrerrolle; Emotionales Verhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Hermeneutik; Individueller Unterschied; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Well-being; Wellness; Wohlbefinden; Schweden
Abstract	The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger's disorder and attention deficit hyperactivity disorder 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 13 young adults aged between 20 and 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 Asperger's disorder and attention deficit hyperactivity disorder. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01