Ljudska univerza kot spodbudno okolje za udeležence z visoko funkcionalnim avtizmom
DOI:
https://doi.org/10.4312/as/9817Ključne besede:
izobraževanje, ljudska univerza, srednja šola, visoko funkcionalni avtizem, učne izkušnje, subjektivno vključujoče okoljePovzetek
Članek se osredotoča na ljudsko izobraževanje na srednješolski ravni, ki ponuja spodbudno okolje za udeležence z nevropsihiatrično motnjo, predvsem visoko funkcionalnim avtizmom, z vidika udeležencev, zaposlenih in ravnateljev. V okviru študije je bilo izvedenih 21 intervjujev z udeleženci izobraževanja, trije intervjuji s ciljnimi skupinami učiteljev in 19 telefonskih intervjujev z ravnatelji. Ljudsko izobraževanje se je izkazalo za spodbudno, saj (i) ustvari varno in prijazno okolje, (ii) je osredinjeno na posameznika ter (iii) vzpostavi jasne strukture in oblike dela. Usmerjenost, ki je omejena zgolj na učilnico in učno vsebino, je za skupino posameznikov z visoko funkcionalnim avtizmom preveč ozka. Prav tako pa je pomembno raziskati odnos med različnimi vrstami zaposlenih in kako lahko ti kot medsebojno povezan simbiotični sistem udeležencem ponudijo najboljše možne pogoje za učenje.
Metrike
Prenosi
Literatura
Adams, N. C., & Jarrold, C. (2012). Inhibition in autism: Children with autism have difficulty inhibiting irrelevant distractors but not prepotent responses. Journal of Autism and Developmental Disorders, 42(6), 1052–1063. https://doi.org/10.1007/s10803-011-1345-3 DOI: https://doi.org/10.1007/s10803-011-1345-3
Adolfsson, M., & Simmeborn Fleischer, A. (2013). Applying the ICF to identify requirements for students with Asperger syndrome in higher education. Developmental Neurorehabilitation, 18(3), 190–202. https://doi.org/10.3109/17518423.2013.819947 DOI: https://doi.org/10.3109/17518423.2013.819947
Andersén, A. (2011). Ett särskilt perspektiv på högre studie? Folkhögskoledeltagares sociala representationer om högskola och universitet. Jönköping University.
Andersson, T. (2008). Asperger, ADHD och arbete. Andet utbildning och förlag.
Attwood, T. (2008). Den kompletta guiden till Aspergers syndrom. Studentlitteratur.
Bal, E., Harden, E., Lamb, D., Van Hecke, A. V., Denver, J. W., & Porges, S. W. (2010). Emotion recognition in children with autism spectrum disorders: Relations to eye gaze and autonomic state. Journal of Autism and Developmental Disorders, 40(3), 358–370. https://doi.org/10.1007/s10803-009-0884-3 DOI: https://doi.org/10.1007/s10803-009-0884-3
Barnhill, G. P. (2007). Outcomes in Adults with Asperger Syndrome. Focus on Autism and Other Developmental Disabilities, 22(2), 116–126. https://doi.org/10.1177/10883576070220020301 DOI: https://doi.org/10.1177/10883576070220020301
Bjursell, C., & Nordvall, H. (2016). Inledning. In Folkbildningens frihet och värde: metaperspektiv på folkhögskolor och studieförbund (pp. 7–23). The Swedish National Council of Adult Education.
Cotter, J., Granger, K., Backx, R., Looi, C. Y., & Barnett, J. H. (2018). Social cognitive dysfunction as a clinical marker: A systematic review of meta-analyses across 30 clinical conditions. Neuroscience & Biobehavioral Reviews, 84, 92–99. https://doi.org/10.1016/j.neubiorev.2017.11.014 DOI: https://doi.org/10.1016/j.neubiorev.2017.11.014
Dymond, S. E., Meadan, H., & Pickens, J. L. (2017). Postsecondary education and students with autism spectrum disorders: Experiences of parents and university personnel. Journal of Developmental and Physical Disabilities, 29(5), 809–825. https://doi.org/10.1007/s10882-017-9558-9 DOI: https://doi.org/10.1007/s10882-017-9558-9
Erol, A., Akyalcin Kirdok, A., Zorlu, N., Polat, S., & Mete, L. (2018). Empathy, and its relationship with cognitive and emotional functions in alcohol dependency. Nordic Journal of Psychiatry, 71(3), 205–209. https://doi.org/10.1080/08039488.2016.1263683 DOI: https://doi.org/10.1080/08039488.2016.1263683
European Commission. (2003). Disability and Social Exclusion in the European Union: Time for change, tools for change: Final study report. European Commission.
Fiske, S., & Taylor, S. (2013). Social cognition: From brains to culture. Sage. DOI: https://doi.org/10.4135/9781446286395
Folk High School. (2019). Sök kurser. https://www.folkhogskola.nu/sok-kurser/?query=asperger
Giarelli, E., & Fisher, K. (2013). Transition to community by adolescents with Asperger syndrome: Staying afloat in a sea change. Disability and Health Journal, 6(3), 227–235. https://doi.org/10.1016/j.dhjo.2013.01.010 DOI: https://doi.org/10.1016/j.dhjo.2013.01.010
Gillberg, C., & Ehlers, S. (2006). Asperger Syndrome: An Overview. National Autistic Society.
Golan, O., Baron-Cohen, S., & Hill, J. (2006). The Cambridge mindreading (CAM) face-voice battery: Testing complex emotion recognition in adults with and without Asperger syndrome. Journal of Autism and Developmental Disorders, 36(2), 169–183. https://doi.org/10.1007/s10803-005-0057-y DOI: https://doi.org/10.1007/s10803-005-0057-y
Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105–112. https://doi.org/10.1016/j.nedt.2003.10.001 DOI: https://doi.org/10.1016/j.nedt.2003.10.001
Halkier, B. (2010). Fokusgrupper. Liber.
Happé, F., & Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(1), 5–25. https://doi.org/10.1007/s10803-005-0039-0 DOI: https://doi.org/10.1007/s10803-005-0039-0
Hedegaard, J., & Hugo, M. (2017). Social dimensions of learning - The experience of young adult students with Asperger syndrome at a supported IT education. Scandinavian Journal of Disability Research, 19(3), 256–268. http://doi.org/10.1080/150174192016.1273132 DOI: https://doi.org/10.1080/15017419.2016.1273132
Hinterbuchinger, B., Kaltenboeck, A., Baumgartner, J. S., Mossaheb, N., & Friedrich, F. (2018). Do patients with different psychiatric disorders show altered social decision-making? A systematic review of ultimatum game experiments in clinical populations. Cognitive Neuropsychiatry, 23(3), 117–141. https://doi.org/10.1080/13546805.2018.1453791 DOI: https://doi.org/10.1080/13546805.2018.1453791
Howlin, P., & Moss, P. (2012). Adults with autism spectrum disorders. Canadian Journal of Psychiatry, 57(5), 275–283. https://doi.org/10.1177/070674371205700502 DOI: https://doi.org/10.1177/070674371205700502
Hugo, M., & Hedegaard, J. (2017). Education as habilitation: Empirical examples from an adjusted education in Sweden for students with high-functioning autism. Andragoška spoznanja/Studies in Adult Education and Learning, 23(3), 71–87. https://doi.org/10.4312/as.23.3.71-87 DOI: https://doi.org/10.4312/as.23.3.71-87
Hugo, M., & Hedegaard, J. (2020). Inclusion through folk high school in Sweden – the experience of young adult students with high-functioning autism. Disability and Rehabilitation, 1–10. https://doi.org/10.1080/09638288.2020.1717651 DOI: https://doi.org/10.1080/09638288.2020.1717651
Kindblom, L. (2016). Invandring och svenskundervisning - så började det. Leif Kindblom förlag.
Krippendorff, K. (2004). Content analysis: an introduction to its methodology. Sage.
Kvale, S., & Brinkmann, S. (2009). Den kvalitativa forskningsintervjun. Studentlitteratur.
Larsson Abbad, G. (2007). “Aspergern, det är jag” - En intervjustudie om att leva med Asperger Syndrom. Linköpings Universitet, Institutionen för beteendevetenskap och lärande.
Levy, A., & Perry, A. (2011). Outcomes in adolescents and adults with autism: A review of the literature. Research in Autism Spectrum Disorders, 5(4), 1271–1282. https://doi.org/10.1016/j.rasd.2011.01.023 DOI: https://doi.org/10.1016/j.rasd.2011.01.023
Licsandru, T. C., & Cui, C. C. (2018). Subjective social inclusion: A conceptual critique for socially inclusive marketing. Journal of Business Research, 82, 330–339. https://doi.org/10.1016/j.jbusres.2017.08.036 DOI: https://doi.org/10.1016/j.jbusres.2017.08.036
Linton, F. K. (2014). Clinical Diagnoses Exacerbate Stigma and Improve Self-Discovery According to People with Autism. Social Work in Mental Health, 12(4), 330–342. https://doi.org/10.1080/15332985.2013.861383 DOI: https://doi.org/10.1080/15332985.2013.861383
Low, J., Goddard, E., & Melser, J. (2009). Generativity and imagination in autism spectrum disorder: Evidence from individual differences in children’s impossible entity drawings. British Journal of Developmental Psychology, 27(2), 425–444. https://doi.org/10.1348/026151008x334728 DOI: https://doi.org/10.1348/026151008X334728
National Board of Health and Welfare. (2017). Insatser och stöd till personer med funktionsnedsättning - Lägesrapport 2017. National Board of Health and Welfare.
Nirje, B. (1994). The Normalization Principle and Its Human Management Implications. The International Social Role Valorization Journal, 1(2), 19–23.
Nuske, H. J., McGhee Hassrick, E., Bronstein, B., Hauptman, L., Aponte, C., Levato., L., Stahmer, A., Mandell, D. S., Mundy, P., Kasari, C., & Smith, T. (2019). Broken bridges—new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success. Autism, 23(2), 306–325. https://doi.org/10.1177/1362361318754529 DOI: https://doi.org/10.1177/1362361318754529
Nylander, E., Bernhard, D., Rahm, L., & Andersson, P. (2015). oLika TillSAMmanS: En kartläggning av folkhögskolors lärmiljöer för deltagare med funktionsnedsättning. Linköping University Press.
OECD. (2010). Sickness, disability and work: Breaking the barriers: A synthesis of findings across OECD countries. OECD Publishing. DOI: https://doi.org/10.1787/9789264088856-en
Paldanius, S. (2007). En folkhögskolemässig anda i förändring: En studie av folkhögskoleanda och mässighet i folkhögskolans praktik. Linköping: Linköpings universitet.
Porter, F. (2000). Social exclusion: what’s in a name? Development in Practice, 10(1), 76–81. https://doi.org/10.1080/09614520052529 DOI: https://doi.org/10.1080/09614520052529
Simmeborn Fleischer, A. (2012). Support to students with Asperger syndrome in higher education – the perspectives of three relatives and three coordinators. International Journal of Rehabilitation Research, 35(1), 54–61. https://doi.org/10.1097/MRR.0b013e32834f4d3b DOI: https://doi.org/10.1097/MRR.0b013e32834f4d3b
Skogman, E. (2015). Att studera som vuxen med funktionsnedsättning. En fördjupad studie av studerandes erfarenheter. The National Agency for Special Needs Education and Schools.
Striano, T., & Reid, V. (Eds.). (2008). Social cognition: Development, neuroscience and autism. Wiley-Blackwell.
Swedish Research Council. (2002). Forskningsetiska principer inom humanistisk-samhällsvetenskaplig forskning. Swedish Research Council.
Swedish Research Council. (2005). Särskilda anvisningar för utbildningsvetenskap. Swedish Research Council.
Swedish Statute Book. (2008). Diskrimineringslag (2008:567). Ministry of Employment.
The National Agency for Special Needs Education and Schools. (2017). Villkor för utbildning - Kartläggning av nuläge för barn, elever och vuxenstuderande med funktionsnedsättning. The National Agency for Special Needs Education and Schools.
The Swedish National Council of Adult Education. (2017). Folkbildningsrådets samlade bedömning – Folkbildningens betydelse för samhället 2017. The Swedish National Council of Adult Education.
The Swedish National Council of Adult Education. (2018a). Folkbildningsrådets samlade bedömning – Folkbildningens betydelse för samhället 2018. The Swedish National Council of Adult Education.
The Swedish National Council of Adult Education. (2018b). Folkhögskolans förstärkningsbidrag – En fördjupad analys 2017. The Swedish National Council of Adult Education.
The Swedish National Council of Adult Education. (2019). Fakta om folkbildningen. The Swedish National Council of Adult Education.
Tulaci, R. G., Cankurtaran, E. S., Özdel, K., Öztürk, N., Kuru, E., & Özdemir, I. (2018). The relationship between theory of mind and insight in obsessive-compulsive disorder. Nordic Journal of Psychiatry, 72(4), 273–280. https://doi.org/10.1080/08039488.2018.1436724 DOI: https://doi.org/10.1080/08039488.2018.1436724
UNESCO. (1994). The Salamanca statement and framework for action on special needs education. UNESCO.
Wallace, G. L., Case, L. K., Harms, M. B., Silvers, J. A., Kenworthy, L., & Martin, A. (2011). Diminished sensitivity to sad facial expressions in high functioning autism spectrum disorders is associated with symptomatology and adaptive functioning. Journal of Autism and Developmental Disorders, 41(11), 1475–1486. https://doi.org/10.1007/s10803-010-1170-0 DOI: https://doi.org/10.1007/s10803-010-1170-0
White, S. J. (2013). The triple I hypothesis: Taking another’s perspective on executive dysfunction in autism. Journal of Autism and Developmental Disorders, 43(1), 114–121. https://doi.org/10.1007/s10803-012-1550-8 DOI: https://doi.org/10.1007/s10803-012-1550-8
Wibeck, V. (2010). Om fokuserade gruppintervjuer som undersökningsmetod. Studentlitteratur.
Prenosi
Objavljeno
Številka
Rubrika
Licenca
Avtorske pravice (c) 2021 Joel Hedegaard, Martin Hugo, Cecilia Bjursell
To delo je licencirano pod Creative Commons Priznanje avtorstva-Deljenje pod enakimi pogoji 4.0 mednarodno licenco.
Kako citirati
