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Education as habilitation: Empirical examples from an adjusted education in Sweden for students with high-functioning autism
Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.ORCID iD: 0000-0002-2045-7716
2017 (English)In: Andragogic Perspectives, ISSN 1318-5160, Vol. 23, no 3, p. 71-87Article in journal (Refereed) Accepted
Abstract [en]

This article draws upon findings from an educational program in Information Technology for young adults associated with high-functioning autism. The aim of the program was to make the students employable. Data was collected through participant observation and research interviews. Of the twelve students who completed their education, five had made transitions to employment and three held internship places. Because of this training and the adaptations that were made within the educational program, the well-being of the students improved, and their need for home support and medication decreased. Important adjustments included the provision of individual work places, the clear structure of the work that was to be performed, and the creation of an environment where the students were seen, acknowledged, and understood.

Place, publisher, year, edition, pages
Univerza v Ljubljani , 2017. Vol. 23, no 3, p. 71-87
Keyword [en]
adjusted education, habilitation, high-functioning autism, interpersonal relations, social learning
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-37582DOI: 10.4312/as.23.3.71-87OAI: oai:DiVA.org:hj-37582DiVA, id: diva2:1147928
Available from: 2017-10-09 Created: 2017-10-09 Last updated: 2018-01-14Bibliographically approved

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CiteExportLink to record
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