Social dimensions of learning – the experience of young adult students with Asperger syndrome at a supported IT education

The purpose of this paper is to describe how young adults with Asperger syndrome experience an educational project called ‘the IT-track’. The methods used included participant observation and research interviews. The results were interpreted within the theoretical framework described by ‘Supported E...

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Main Authors: Joel Hedegaard, Martin Hugo
Format: Article
Language:English
Published: Stockholm University Press 2017-01-01
Series:Scandinavian Journal of Disability Research
Subjects:
Online Access:https://www.sjdr.se/articles/306
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spelling doaj-9a2f0b827b0b4c8c94ac3b520de3d9552020-11-24T21:54:13ZengStockholm University PressScandinavian Journal of Disability Research1501-74191745-30112017-01-0119325626810.1080/150174192016.1273132236Social dimensions of learning – the experience of young adult students with Asperger syndrome at a supported IT educationJoel Hedegaard0Martin Hugo1School of Education and Communication, Jönköping University, Jönköping, SwedenSchool of Education and Communication, Jönköping University, Jönköping, SwedenThe purpose of this paper is to describe how young adults with Asperger syndrome experience an educational project called ‘the IT-track’. The methods used included participant observation and research interviews. The results were interpreted within the theoretical framework described by ‘Supported Education’ (SED). The most prominent experience among the students was social learning. Students describe that they gradually began to function better socially with others and developed various abilities, such as asking for help, and talking to groups.The teachers emerged in the interviews as the single most important source of support as they formed the basis of two key points of SED. Overall, studying at the IT-track resulted in the students extending their horizons of possibility by breaking away from their previous sense of isolation which was marked by idleness and loneliness. By participating at the IT-track, the students’ sense of participation and meaningfulness increased.https://www.sjdr.se/articles/306EducationAsperger syndromesocial learning
collection DOAJ
language English
format Article
sources DOAJ
author Joel Hedegaard
Martin Hugo
spellingShingle Joel Hedegaard
Martin Hugo
Social dimensions of learning – the experience of young adult students with Asperger syndrome at a supported IT education
Scandinavian Journal of Disability Research
Education
Asperger syndrome
social learning
author_facet Joel Hedegaard
Martin Hugo
author_sort Joel Hedegaard
title Social dimensions of learning – the experience of young adult students with Asperger syndrome at a supported IT education
title_short Social dimensions of learning – the experience of young adult students with Asperger syndrome at a supported IT education
title_full Social dimensions of learning – the experience of young adult students with Asperger syndrome at a supported IT education
title_fullStr Social dimensions of learning – the experience of young adult students with Asperger syndrome at a supported IT education
title_full_unstemmed Social dimensions of learning – the experience of young adult students with Asperger syndrome at a supported IT education
title_sort social dimensions of learning – the experience of young adult students with asperger syndrome at a supported it education
publisher Stockholm University Press
series Scandinavian Journal of Disability Research
issn 1501-7419
1745-3011
publishDate 2017-01-01
description The purpose of this paper is to describe how young adults with Asperger syndrome experience an educational project called ‘the IT-track’. The methods used included participant observation and research interviews. The results were interpreted within the theoretical framework described by ‘Supported Education’ (SED). The most prominent experience among the students was social learning. Students describe that they gradually began to function better socially with others and developed various abilities, such as asking for help, and talking to groups.The teachers emerged in the interviews as the single most important source of support as they formed the basis of two key points of SED. Overall, studying at the IT-track resulted in the students extending their horizons of possibility by breaking away from their previous sense of isolation which was marked by idleness and loneliness. By participating at the IT-track, the students’ sense of participation and meaningfulness increased.
topic Education
Asperger syndrome
social learning
url https://www.sjdr.se/articles/306
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