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

Abstract

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

Folk High School as a Supportive Environment for Participants with High-Functioning Autism

“…This approach can be linked to the FHS's institutional values and principles and the social and meaningful dimensions which stem from the holistic view that knowledge is related to a person's whole life situation (Andersén, 2011;Bjursell & Nordvall, 2016;Paldanius, 2007). As previous research (Hugo & Hedegaard, 2020) has also noted, the fact that teaching at FHSs is centred on the participant also means that participants are provided with the opportunity to work at their own pace and they are not stressed by demands of achieving certain goals within a set time limit, as is the case in other schools. The result of this is that it often takes somewhat longer to complete various courses.…”

“…Social learning is of particular relevance to people with HFA because they often suffer from a lack of social competence (Barnhill, 2007;Fiske & Taylor, 2013;Gillberg & Ehlers, 2006;Happé & Frith, 2006;Striano & Reid, 2008); note that this lack of social competence is a potential obstacle to obtaining gainful employment (Attwood, 2008) and becoming more socially included. Previous studies , 2020 have demonstrated the importance of social learning, especially since it provides opportunities for people with HFA to develop the ability to create social relationships and social networks, to have the courage to ask for help, and to engage in public speaking. Social learning can also be associated with formal learning and, as such, constitutes its own subject content.…”

Att mötas på folkhögskola : en studie om folkhögskollärares pedagogiska hållning

“…Lärares förmåga att se och erkänna visar sig vara en viktig didaktisk strategi för att nå kursdeltagarnas förutsättningar och behov. Att pedagogiken baseras på kursdeltagarnas behov och förmågor och dess betydelse för kursdeltagarna påvisas i några studier som fokuserar på kursdeltagare med funktionsvariationer och deras lärmiljö (Bernhard & Andersson, 2017;Hugo & Hedegaard, 2021;Nylander m.fl., 2015). I dessa studier framträder lärarnas arbete indirekt genom kursdeltagarnas berättelser i form av enkäter och intervjuer samt statistiska data.…”

“…2018;Folkbildningsrådet, 2015;SCB, 2020). Lärarnas engagemang beskrivs samtidigt bidra till att kursdeltagarna upplever sig sedda, bekräftade och förstådda vilket även bekräftas av lärarna själva som uttrycker en strävan efter att bemöta kursdeltagare utifrån deras behov och anpassa undervisningen efter dessa (Fejes m.fl., 2018;Hugo m.fl., 2019;Hugo & Hedegaard, 2021;Nylander m.fl., 2015).…”

Educational and occupational outcomes in Swedish children treated for sarcomas: A nationwide registry‐based study

“…27 Before the school year 2011/2012, which cover most of the study period, students needed to obtain at least a passing grade in three subjects (English, mathematics, and Swedish, including Swedish as a second language) to be considered eli- pace than regular high school, and adaptability toward specific student needs. 29,30 Folk high schools commonly offer the same programs as regular high schools, while often providing vocational or aesthetic programs as well. Both folk high school and municipal adult education also allow students to retake failed classes from their basic compulsory education.…”