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  • 1.
    Hoffmann, Monika
    Lärarhögskolan i Stockholm - Institutionen för individ, omvärld och lärande.
    ”Du ska INTE tro att hans känslor syns i ansiktet, men dom FINNS”: Upplevelser av grundskoletiden skildrade av personer med autismspektrumdiagnoser – en studie av personliga berättelser2006Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Autism is a congenital disorder, where an adjustment of the surrounding environment and a clear pedagogic plan is necessary to improve and facilitate the individuals and relatives quality. The diagnose autism does not necessary mean that the person suffers from delays in cognitive development or mental retardation. Autism basically means a different way of thinking. Individuals with autismspectrumdiagnosis share some common patterns of problems among areas of mutual social interaction, mutual communication and imagination possibilities, and also with limitations within the interests and behaviour.

    Most people who work within junior school (nine-year compulsory school) meet students who have autismspectrum diagnoses. To be able to adjust the pedagogic, environment and not least how we handle these students demands higher skills and understanding of the meaning of the disorder. An important perspective is, despite the theoretical knowledge about autism, to be able to share the personal accounts of those people who have experienced the disorder. This study has focused on people with autismspectrum diagnoses who at the same time do not have delays in cognitive development or mental retardation. First of all the diagnose of high functional autism and Asperger syndrome. The aim of this study was to describe and document how people with autismspectrum diagnoses, without delays in cognitive development or mental retardation, experienced their school time.

    This study contains two parts, the main study that consists of a quality questionnaire with twelve people and a review of twelve autographies and biographies. The main questions that were set for the entire study were: How have the participants experienced their school time? What type of support they have received in school and what they thought about it? Which factors consider these people are important to adjust, in the pedagogical- and external environment in junior school? How is the experience of school time being described by persons with autismspectrum diagnoses in autobiographies/biographies? In what way can these personal experiences contribute and help to develop the pedagogic- and external environment at school? The study began from the phenomenological perspective, which focused to describe the participant’s individual experiences. The theoretical perspective that were used in the analysis of the main study, the empirical part, was Fischbeins pedagogic interacting model (Fischbein & Österberg, 2003), and also Bronfenbrenners ecological model (1979).

    The results of the main study, the empirical part, showed that the participants had many of the same experiences and at the same time some differences. Some central results of the study showed that most of the participants had a difficult time in junior school, surrounded by misunderstandings and most of all harassment’s and different types of offending treatment from both teachers and students. Many who responded expressed feelings of loneliness and feeling an outsider, there were also reported positive experiences together with positive attention, a kind reception and a structured individualised pedagogic and environment.

    The study also shows that both environment and pedagogic in senior school implies an increased strain for students with autism diagnoses. Several participants put forward a wish for more support and help within both sports and practical areas, such as crafts. The results showed a definite need for individualised adjustment of both environment and pedagogic to be able to meet students with autismspectrum diagnosis at school.

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