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Autism. 2016 Feb;20(2):183-95. doi: 10.1177/1362361315574582. Epub 2015 Apr 24.

Support for learning goes beyond academic support: Voices of students with Asperger's disorder and attention deficit hyperactivity disorder.

Author information

1
Department of Social and Welfare Studies, Linköping University, Sweden vedrana.bolic@liu.se.
2
Stockholm University, Sweden.
3
Department of Social and Welfare Studies, Linköping University, Sweden.

Abstract

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.

KEYWORDS:

attention deficit hyperactivity disorder/attention deficit disorder; autism spectrum disorders; education; educational provision; psychosocial support; qualitative research; services; special needs students

PMID:
25911093
DOI:
10.1177/1362361315574582
[Indexed for MEDLINE]

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