04 SES 04 C, Transition
Transtition to higher education and work for young adults could be a challenger for many young people. The transition maybe even more challenging for youths with ADHD or Asperger syndrome since they have difficulties in initiating, planning and accomplish activities in daily life. When neuropsychiatric disabilities are discussed its often referred to Attention Deficit Hyperactivity Disorder (ADHD), Tourettes syndrom, samt diagnoser inom det som benämns som autismspektrumstörning innefattande autism, Aspergers syndrom eller liknande tillstånd. Diagnossättningen baserar sig på DSM-IV och/eller ICD-10 (American Psychiatric Association, 2000; World Health Organisation, 1993).
A current way to explain pupils’ difficulties in school is based on a medical and psychological discourse. A number of neuropsychiatric functional disabilities or diagnoses are used for various pedagogical measures in the schools for example ADHD and Aspergers syndrome (Skolverket, 2008) This means that a number of different structural and organisational arrangements occur that are aimed at certain groups of students. These arrangements may be invisible in the schools’ agendas or in public school documents (Hellberg, 2010). There is a risk that students that are in need of special support and who take part in separating measures feel marginalised in school. On the individual level, participation in special instruction in elementary and upper secondary school has consequences for the opportunity to become established on the labour market. There is a connection between exclusionary special instruction in school and an adult life marked by alienation and unemployment (Markussen, 2000; Myklebust och Båtevik, 2005) . Many young adult with disabilities such ADHD and Aspergers syndrome have difficulties to establish at the labour market. The purpose of the study is to get a deeper understanding about the transition from school to higher education and/or work for young adults who are diagnosed with ADHD or Aspergers syndrom. How do the young adults narrate about the transition from school to higher education and work? What is important in this process?
American Psychiatric Association (2000). DSM-IV-TR (4th ed.) Diagnostic and Statistical Manual of Mental Disorders. Washington: D.C.APA. Hellberg, K. (2010). Institutional organization and Strategies for Handling Pupils' Various Needs and Differences in Upper secondary school I: L. Eriksson & T. Wiman (Red) Learning to fly. Daidalos Markussen, E (2004). Special edcucation: does it help? A study of special education education in Norwegian upper secondary schools, European Journal of Special Needs Education, 19 (1), 33-48. Myklebust, J-O & Båtevik, F O. (2005). Economic indipendence for adolcents with special educational needs. European Journal of Special Needs Education, vol 20, no 3 pp. 271-286 Skolverket (2008). Studieavbrott och stödinsatser i gymnasieskolan. En kunskapssammanställning. Stockholm: Liber. World Health Organisation. (1993). International Classification of Diseases. Classification of Mental and Behavioural Disorders (ICD-10). Geneva: World Health Organisation
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