Education as habilitation: empirical examples from adjusted education in Sweden for students associated with high-functioning autism

Abstract

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.

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

“…In previous research, the opportunity to be able to study alone at one's own designated study cubicle, to focus on one task at a time, and to enjoy the freedom to decide over one's time has been shown to be of great import to the success of the academic endeavours of young people with high-functioning autism [45,46]. In addition to formal learning experiences linked to subject content, informal learning experiences also take place.…”

“…Such experiences can include social skillssocial learning, which are of particular importance to people with high-functioning autism [21][22][23][24]. Previous research [45,46] has also shown the importance of social learning and the opportunities that it provides for people with high-functioning autism, since it allows them to develop the ability to create social relationships and networks, and gives them the courage to ask for help and to speak in front of groups of people. Social learning can also be linked to formal learning and thereby constitute a teaching subject which can be given complementary to more informal social learning experiences.…”

“…Previous research has shown that Supported Education can lead to increased self-knowledge and self-reliance and improved study results [51][52][53][54]. Despite the fact that not all educational courses which are aimed at people with high-functioning autism are given in accordance with the principles of Supported Education, it has been shown that they can have clear and distinct rehabilitationand habilitation effects [45,46].…”