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The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder
Linköping University.
Linköping University.
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED). (Centrum för specialpedagogisk forskning ; CSF)
Linköping University.
2017 (Engelska)Ingår i: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 47, nr 3, s. 667-679Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews with 15 young adults recruited from community based day centres. Support influencing the process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults obtained and were able to remain in employment or further education.

Ort, förlag, år, upplaga, sidor
Springer, 2017. Vol. 47, nr 3, s. 667-679
Nyckelord [en]
Transition, Autism spectrum disorders, Employment, Education, Qualitative research, Services
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:lnu:diva-64206DOI: 10.1007/s10803-016-2986-zISI: 000396815400014PubMedID: 28005233Scopus ID: 2-s2.0-85006944037OAI: oai:DiVA.org:lnu-64206DiVA, id: diva2:1098146
Tillgänglig från: 2017-05-23 Skapad: 2017-05-23 Senast uppdaterad: 2019-08-29Bibliografiskt granskad

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Hellberg, Kristina

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