Knowing What to Do: Exploring Meanings of Development and Peer Support Aimed at People with Autism

Autor/in	Bertilsdotter Rosqvist, Hanna
Titel	Knowing What to Do: Exploring Meanings of Development and Peer Support Aimed at People with Autism
Quelle	In: International Journal of Inclusive Education, 23 (2019) 2, S.174-187 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1427807
Schlagwörter	Autism; Young Adults; Peer Influence; Mentors; Employers; Employees; Work Environment; Foreign Countries; Self Advocacy; Empowerment; Pervasive Developmental Disorders; Asperger Syndrome; Sweden + Suchen Sie Ihr Suchwort? Autismus; Young adult; Junger Erwachsener; Employee; Arbeitnehmer; Beschäftigter; Arbeitsmilieu; Ausland; Selbstbehauptung; Asperger-Syndrom; Schweden
Abstract	Non-autistic people is frequently described as best positioned to provide support to autistic people. But what could autistic peer support, where the support actor is another person with autism, mean? The aim of this paper is to explore different meanings of development and peer support at an autistic-only work place in Sweden. The analyses in this paper is based on data from a field work among a group of autistic self-advocates in Sweden. The group is working together in a three-year autist led project aiming at supporting young adults with autism with life strategies and with peer-to-peer mentoring as well as educating employers about autistic abilities. In the group ideas of an alternative autistic development to be nurtured and supported by autistic peer support is brought forward. Support to autistic people has to be based on understandings on autistic functionality and ways of developing and learning. This includes support in executive function, formulating goals and future aspirations, support in to get to know your abilities, embrace and cherish your strengths and interests, and get to know your difficulties including strategies to manage them, without reinforcing a sense of failure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01