Unge med autisme og deres barriere i uddannelsessystemet

Abstract

Vores ønske med dette bachelorprojekt, er at undersøge unge med autismes oplevelser og udfordringer i uddannelsessystemet med afsæt i følgende problemformulering: Hvilke forhold præger livsfortællingerne fra unge med autisme i forhold til at tilgå uddannelsessystemet? Hvorvidt kan vi gennem deres livsfortællinger opnå større forståelse for, hvad der skaber bedre forudsætninger for inklusion i uddannelse? Vores metodiske tilgang bygger på kvalitative interviews fra unge der er diagnosticeret med autisme. Vores analysestrategi har været med afsæt i meningskondensering, hvor vi gennem åben kodning har fundet frem til dominerende temaer der går på tværs af interviewene. Vores metodiske tilgang bære derfor præg af at være empiristyret, hvorfor vi ikke har haft foruddefinerede begreber eller temaer som har styret vores fokus gennem undersøgelsen. De analytiske hovedpunkter viser, at unge med autisme møder modstand i uddannelsessystemet. Flere af dem oplever at professionelle, herunder lærer og socialrådgivere har begrænset viden om autisme, hvilket medvirker til at der skabes misforståelser og fordomme i mødet mellem den unge og professionelle. I skolerne oplever de unge ligeledes barriere ift. at passe ind og har svært ved at efterleve de strukturer som er fastsat. Her har flere af de informanter som har deltaget i vores undersøgelse være tilknyttet ASF-klasser, hvilket har haft afgørende betydning for at de har gennemført en ungdomsuddannelse. Disse ASF-klasser er tilrettelagt, så de i højere grad imødekommer de specifikke behov som knytter sig til autisme, herunder hverdagens struktur i skolen, samt andre understøttende indsatser som mentor. I opgavens perspektivering har vi belyst nogle centrale samfundsmæssige strukturer der påvirker det specialiserede socialområde.

The purpose of this bachelor project is to study how young people with autism experience the educational system. Throughout the project our main focus has been based on following problem definition: Which factors characterize the narratives of young people with autism’s lives in relation to accessing the educational system? In what extent can we, through the narratives of their lives, achieve greater understandings of what makes better conditions for inclusion in education? Our project is based on qualitative interviews with young people who have been diagnosed with autism. Our strategy in the analysis has been open and explorative, therefore, we established our theoretical frame after conduction our interviews and identified the recurring themes that emerged. The main analytical points show that young people with autism face barriers in the education system. Several of the young people who participated in our study have experienced that those professionals, e.g. teachers and social workers, has limited knowledge and education about autism. Which leads to misunderstandings and prejudice in their collaboration with professionals. Our study concludes that the young people find it difficult to conform to the general structures and norms of how the school system is established, which does not match their needs. Several of these young people have attended a high school which had specializing in people with autism. They experienced that their specific needs according to their diagnosis were supported in their everyday life at school when they attended this special degree, which has not been the case at previous schools. Not only were they met with structures and schedules supporting their diagnosis,but were also offered support in the form of mentoring. In the perspective of the project, we have illustrated central structures in society, which affect the view of humanity in social work.

A professional bachelor project report from Aalborg University

Unge med autisme og deres barriere i uddannelsessystemet

[Young people with autism and their barriers in the educational system]