Applying the ICF to identify requirements for students with Asperger syndrome in higher education

Adolfsson, Margareta; Fleischer, Ann Simmeborn

doi:10.3109/17518423.2013.819947

Cited by 9 publications

(11 citation statements)

References 32 publications

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“…In the United States, studies suggest that up to 45% of the approximately 550,000 autistic children who will be transitioning into adulthood over the next decade are expected to enrol in a university, college, or technical/vocational school (Jackson, Hart & Volkmar 2018). Increased numbers of university students disclosing autism diagnoses have also been reported in Sweden (Adolfsson & Simmeborn-Fleischer 2015), Australia (Hamilton, Stevens & Girdler 2016;Mulder & Cashin 2014), and Canada (Gardiner & Iarocci 2014). However, despite the international trends in autistic participation in higher education, there is a distinct paucity of published research that examines what happens next for this group.…”

Section: Introductionmentioning

confidence: 99%

Employability for UK University Students and Graduates on the Autism Spectrum: Mobilities and Materialities

Vincent

2020

Scandinavian Journal of Disability Research

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This article examines the transition from higher education to employment for autistic university students and recent graduates. This study has particular significance given that increasing numbers of autistic young people are entering higher education across the globe yet employability outcomes are typically some of the worst of any disabled student group. The article draws on qualitative data from twenty-one semistructured interviews with autistic students and graduates and sixteen focus groups with 58 community stakeholders, including parents, public servants, university careers advisors and disability support workers. Analysis of these data, through a mobilities paradigm, indicate four themes (1) employment (im)mobilities; (2) inaccessible recruitment processes; (3) embodied materialities and employment; and (4) resourcing employment mobilities. The article makes a significant contribution to the field in arguing that autistic graduates are at a disadvantage in terms of accessing meaningful employment and indicating the human and non-human actors and actants that influence their outcomes.

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Section: Introductionmentioning

confidence: 99%

Employability for UK University Students and Graduates on the Autism Spectrum: Mobilities and Materialities

Vincent

2020

Scandinavian Journal of Disability Research

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“…They also report that the teaching is adapted to them and that they feel that they can succeed with their academic endeavours. These observations can be compared with previous research which has described that the difficulties which are experienced by these individuals at the primary-, lower-secondary-, and high school levels are often caused by issues of exclusion, bullying, and a lack of adaptations to suit these individuals [12][13][14]. At Folk High School, the individual adaptations made with respect to the provision of clear structures and predictability are significant.…”

Section: Discussionmentioning

confidence: 84%

“…In addition to formal learning experiences linked to subject content, informal learning experiences also take place. This informal learning has been previously described as being of importance to people with high-functioning autism since it can contain valuable aspects complementary to formal learning experiences linked to subject content [12][13][14]. Such experiences can include social skillssocial learning, which are of particular importance to people with high-functioning autism [21][22][23][24].…”

Section: High-functioning Autismmentioning

confidence: 99%

“…Consequently, the high school drop-out rates for this group of people is significantly higher than the average, in Sweden [11]. The difficulties that arise at school are often caused by a lack of adaptations, bullying, and exclusion [12][13][14]. The purpose of this article is to provide a description of how Folk High School functions as a learning environment for participants with high-functioning autism and to also report on the experiences that they have of their studies at Folk High School.…”

Section: Introductionmentioning

confidence: 99%

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Inclusion through folk high school in Sweden – the experience of young adult students with high-functioning autism

Hugo

Hedegaard

2020

Disability and Rehabilitation

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Purpose: The purpose of this study is to provide a description of the learning environment at Folk High School for participants with high-functioning autism and to examine their learning experience at Folk High School. Methods: A qualitative interview study was conducted with 21 participants who were enrolled at Folk High School which had been adapted to suit young adults with high-functioning autism. The interviews were analysed by means of a thematic content analysis which resulted in the identification of 6 themes related to learning experiences at Folk High School. Results: The participants enjoyed themselves and felt secure at Folk High School. They felt that they and their academic endeavours were suitably recognised, acknowledged, and understood. They reported that the teaching was suitably adapted for them and they felt that they could succeed in their studies. A frequent report that they made concerned their experience of clear structures in the teaching process and its predictability. The participants stated that Folk High School has the ability to satisfy each participant's needs, which entailed lower levels of perceived stress than what they had experienced in their previous schooling. The participants experienced personal development during their time at Folk High School. Conclusions: Folk High School, and its special character, is able to successfully satisfy the needs of participants with high-functioning autism. Many of the participants, for the first time in their lives, experienced a sense of inclusion in an educational system and felt that they could succeed in their studies. However, there exists a risk that they become institutionalised, which entails that the participants function well primarily in Folk High School's safe and caring environment. ä IMPLICATIONS FOR REHABILITATIONA supportive environment including both formal and social learning is paramount for people with high-functioning autism. Individually adapted teaching that is structured and predictable improve the conditions under which they can focus on their studies and enjoy academic success. The teachers' relational competence and ability to show interest in each individual are crucial. Social-and special-pedagogic competencies need to co-exist so as to improve learning conditions. Internship/workplace training can provide an important social learning experience for participants, as they learn about themselves and others and as they develop their social competence. To practice living on one's own is a significant challenge, but it can create opportunities to learn about one's self and to develop a sense of responsibility and other social skills. ARTICLE HISTORY

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“…The term 'higher education' is used to describe post-18 education that takes place in distinct institutions such as universities. Fleischer, 2013). Since ASC impacts on social and communication skills, many academically able young people with ASC face challenges with student-life (Shattuck et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

The Facilitators, Obstacles and Needs of Individuals With Autism Spectrum Conditions Accessing Further and Higher Education: A Systematic Review

Toor

Hanley

Hebron

2016

J. Psychol. Couns. Sch.

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Many young adults diagnosed with Autism Spectrum Conditions (ASC) intend to go to college and/or university, yet research suggests that these individuals find aspects of college and university life challenging. To explore the views of individuals directly impacted by these challenges, a systematic review of the existing qualitative literature in this area was conducted. Twelve studies met the inclusion criteria. Thematic analysis of these papers identified six super-ordinate themes: the involvement of professionals; academic, environmental and social factors; well-being; communication; and understanding. The facilitators, obstacles and needs of students pervaded these themes and are discussed alongside implications for counsellors and psychologists working in schools.

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Applying the ICF to identify requirements for students with Asperger syndrome in higher education

Abstract: Students with AS need varying accommodations to be successful in higher education. In the future, ICF-based code sets, including demands on student roles, can be used as checklists to describe functioning and needs for support.

Cited by 9 publications

References 32 publications

Employability for UK University Students and Graduates on the Autism Spectrum: Mobilities and Materialities

Employability for UK University Students and Graduates on the Autism Spectrum: Mobilities and Materialities

Inclusion through folk high school in Sweden – the experience of young adult students with high-functioning autism

The Facilitators, Obstacles and Needs of Individuals With Autism Spectrum Conditions Accessing Further and Higher Education: A Systematic Review

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