Det verkar vara lite som ett lotteri- En studie om skolsituationen i grundskolan för elever inom Autismspektrumtillstånd

Detta är en Master-uppsats från Malmö högskola/Fakulteten för lärande och samhälle (LS)

Sammanfattning: Petersson, Linda (2015). “It seems a bit like a lottery” A study about the school situation for pupils with Autism spectrum Condition (ASC). Master degree in Special Education, Faculty of Education and Society, Malmo UniversityReports from the Swedish government have since 2009, stated that the education for children with ASC is somewhat troublesome, for example: pupils with ASC seem often have quite low grades. Similar signals, often regarding the curriculum and it´s inflexibility has also been risen from teachers as well as headmasters.The aim of this study was to contribute to the understanding of the school situation for pupils with ASC with a placement in self –contained settings; a school for pupils with ASC and in small groups placed at general schools. The focus in the study has been academic achievement, organization and placement plus positive- and challenging factors for the school in their mission to educate this group of pupils.The study was conducted by using Mixed Methods, the data was collected both from interviews and a questionnaire. Two teachers, two headmasters, two special needs advisors from the National Agency for Special Needs Education and Schools, SPSM and three students with ASC was interviewed. The questionnaire was directed to teachers for students with ASC.The results of the study is presented in a parallel mixed design/ convergent design. The data from the questionnaire and interviews is both presented and then integrated. In the work of analyze and understanding the results has general system theory and the ecology of human development, as well as earlier research been used.Implication of the results confirms the reports from the Swedish government, there seem to be a risk that pupils with ASC gets lower grades. The implication is that this could due to that the curriculum isn’t adjusted to this pupils, the lack of “autism-friendly” teaching and lack of collaboration within the school system. Some positive factors was found that could facilitate schools, amongst this: Collaboration, knowledge and understanding ASC and the consequences for the individual.

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