Skoletilbud for elever med autismespekterforstyrrelser i barneskolen. En kvalitativ intervjustudie med lærere, fagarbeidere og foreldrer om erfaringer med gjennomføringen av skoletilbudet for elever med aurismespekterforstyrrelser
This master thesis has studied the following topic, how to implement school programs for the pupils with autism spectrum disorder (ASD)? Martinsen, Nærland and von Tetzchner (2015, p. 57) point out that very few adults with ASD are positive when remembering their school years. In addition, Martinsen et al. (2016, p. 37) indicate that ASD is considered to be a risk factor both for difficulty in adapting and mental difficulties. Therefore, the purpose of this study has been to examine how the school programs are being implemented in order to know which factors can affect facilitation. There have been conducted qualitative, semistructured individual interviews and focus group interviews. The informants in this study have been two parents and seven employees at two different schools. There have been completed an individual interview at both schools with one of the parents of a child with ASD and a focus group interview with those who work with that pupil. The study has had phenomenology and hermeneutics as its scientific starting point. The semistructured form of the interview has given the studies not only an abductive approach as it has been deductive through predetermined categories, but also an inductive one since it has been open for the input of the informants. The study has been occupied with bringing up experiences which the informants have about implementation of the school curriculum for pupils with ASD. There have been chosen to interview both parents and employees in order to research the topic in light of numerous perspectives. The results from the study point out important aspects when it comes to implementation of the school curriculum for pupils with ASD. The aspects are the following: inclusion in ordinary learning process, cooperation with the parents and cooperation within the schools, the importance of relations, and the various forms for practical, social and academical adjustment. The study discusses the way of inclusion of pupils with autism ASD as well as the conditions which may affect the participation. There have also been made reflections about the relation between academical and social learning. The findings show that to succeed socially may have bigger significance for a pupil’s life than to be academically equipped. However, these two aspects are closely connected and can influence each other. It was surprising to find out the importane of the relations, as pupils with ASD are often portrayed as showing little interest in other people
Publisert i 2020
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