Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder / Vedrana BOLIC BARIC in Autism, 20-2 (February 2016)  

Public ISBD [article]  inAutism > 20-2 (February 2016) . - p.183-195 Titre : Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder Type de document : Texte imprimé et/ou numérique Auteurs : Vedrana BOLIC BARIC, Auteur ; Kristina HELLBERG, Auteur ; Anette KJELLBERG, Auteur ; Helena HEMMINGSSON, Auteur Article en page(s) : p.183-195 Langues : Anglais (eng) Mots-clés : attention deficit hyperactivity disorder/attention deficit disorder  autism spectrum disorders  education  educational provision  psychosocial support  qualitative research  services  special needs students Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1362361315574582 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder [Texte imprimé et/ou numérique] / Vedrana BOLIC BARIC, Auteur ; Kristina HELLBERG, Auteur ; Anette KJELLBERG, Auteur ; Helena HEMMINGSSON, Auteur . - p.183-195. Langues : Anglais (eng) in Autism > 20-2 (February 2016) . - p.183-195 Mots-clés : attention deficit hyperactivity disorder/attention deficit disorder  autism spectrum disorders  education  educational provision  psychosocial support  qualitative research  services  special needs students Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1362361315574582 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder / Vedrana BOLIC BARIC in Journal of Autism and Developmental Disorders, 47-3 (March 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.667-679 Titre : The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Vedrana BOLIC BARIC, Auteur ; Helena HEMMINGSSON, Auteur ; Kristina HELLBERG, Auteur ; Anette KJELLBERG, Auteur Article en page(s) : p.667-679 Langues : Anglais (eng) Mots-clés : Transition  Autism spectrum disorders  Employment  Education  Qualitative research  Services Index. décimale : PER Périodiques Résumé : The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews with 15 young adults recruited from community based day centres. Support influencing the process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults obtained and were able to remain in employment or further education. En ligne : http://dx.doi.org/10.1007/s10803-016-2986-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder [Texte imprimé et/ou numérique] / Vedrana BOLIC BARIC, Auteur ; Helena HEMMINGSSON, Auteur ; Kristina HELLBERG, Auteur ; Anette KJELLBERG, Auteur . - p.667-679. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.667-679 Mots-clés : Transition  Autism spectrum disorders  Employment  Education  Qualitative research  Services Index. décimale : PER Périodiques Résumé : The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews with 15 young adults recruited from community based day centres. Support influencing the process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults obtained and were able to remain in employment or further education. En ligne : http://dx.doi.org/10.1007/s10803-016-2986-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

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