04 SES 03 A, Improving Education
The aim of the paper is to contribute to innovative ways to design educational curriculum and create social pedagogical environments for ‘good practice’ targeting young adults with Autism Spectrum Disorders (ASD) or Asperger Syndrome (AS). Focus is the interplay between ‘special skills’ particular within the field of ICT/digital media that seem to be characteristic for many persons with ASD/AS, and the lack of ‘social skills’ in various settings. The goal with the research study is to contribute to new pathways to increased access to the labour market first and foremost as valuable manpower instead of as a person with special needs.
The empirical study is performed at ‘Specialisterne Denmark', founder of the international ‘Specialist People Foundation’ with the overall goal to enable one million jobs for people with autism and similar challenges, and allready represented in several European countries.
In 2009 ‘Specialisterne’ started a three-year special education program for young adults from 16 to 24 years with ASD or AS. The purpose is to create a learning environment, which besides teaching with special focus on ICT skills, also focuses on social and cultural understanding, as well as social skill training combined and more creative learning activities. The overall educational design is based on a serial project understanding with a combination of ‘high-intensive’ and ‘low-intensive’ periods during the semester.
The overall goal of this inclusive education research project is to contribute to substantiate alternative views on the connections between persons with handicap/diagnosis, educational design and new pathways for increased participation in society, education and labour market as a valuable employee with special skills and competencies because of their handicap, not despite of it.
Bernstein, B. (2000). ‘Pedagogy, Social Control and Identity’. Lanham: Rowman & Littlefield. Dale, E.L. (1999). ‘Education with pedagogical professionalism’ (Utdanning med pedagogisk profesjonalitet). Oslo: Ad Notam Gyldendal. Frith, U. (1991). ‘Autism and Asperger Syndrome’. Cambridge University Press Goffman, E. (1967). ‘Interaction Rituals: Essays on Face-to-face Behavior’, New York: Anchor Books Illeris, K. (2003). ‘Three Dimensions of Learning: Contemporary learning theory in the tension field between the cognitive, the emotional and the social.’ Florida: Krieger. Ochs,E., et.al. (2004). ’Autism and the social world: An Anthropological Perspective’. Sage publications.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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