| 1. |
- Hedegaard, Joel, 1979-, et al.
(author)
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Folk High School as a supportive environment for participants with high-functioning autism
- 2021
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In: Studies in Adult Education and Learning. - : Ljubljana University Press. - 1318-5160 .- 2350-4188. ; 27:2, s. 15-32
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Journal article (peer-reviewed)abstract
- The aim of this article is to explore the Folk High School as a supportive environment for participants with neuropsychiatric functional impairments, primarily high-functioning autism, from the perspectives of the participants, the staff, and the principals. The participants’ perspective consisted of 21 interviews, the teachers’ perspective was observed in three focus-group interviews, and the principal’s perspective through 19 telephone interviews. Folk High School is shown to be supportive because it: (i) creates a safe and caring environment, (ii) places the individual participant at the centre of its operations, and (iii) is based on the provision and articulation of clear structures. A limited focus on the classroom and the course content is too narrow for a group of individuals with high-functioning autism. It is important to examine the relationships between different categories of workers and how they, in an interwoven symbiotic system, can provide the participants with the best possible conditions for learning.
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| 2. |
- Hugo, Martin, et al.
(author)
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Education as habilitation : Empirical examples from an adjusted education in Sweden for students with high-functioning autism
- 2017
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In: Andragogic Perspectives. - : Univerza v Ljubljani. - 1318-5160 .- 2350-4188. ; 23:3, s. 71-87
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Journal article (peer-reviewed)abstract
- This article draws upon findings from an educational program in Information Technology for young adults associated with high-functioning autism. The aim of the program was to make the students employable. Data was collected through participant observation and research interviews. Of the twelve students who completed their education, five had made transitions to employment and three held internship places. Because of this training and the adaptations that were made within the educational program, the well-being of the students improved, and their need for home support and medication decreased. Important adjustments included the provision of individual work places, the clear structure of the work that was to be performed, and the creation of an environment where the students were seen, acknowledged, and understood.
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| 3. |
- Malec-Rawiński, Małgorzata
(author)
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OLDER MEN’S BIOGRAPHICAL LEARNING AND MASCULINITY [BIOGRAFSKO UČENJE IN MOŠKOST PRI STAREJŠIH MOŠKIH]
- 2019
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In: Studies in Adult Education and Learning [Andragoška spoznanja]. - : University of Ljubljana. - 2350-4188. ; 25:2, s. 53-66
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Journal article (peer-reviewed)abstract
- The general aim of this paper is to present insights from a Polish case study on the learning experiences of Polish older men. The research data was collected by means of ‘guided’, semi-structured interviews. This paper presents two well-educated older men's life stories from two different local communities in Poland and the analyses of their life experiences in the context of masculinities and ageing using a bio-graphical learning approach. The analyses of the two biographical narratives have shown the diversity in the life histories of older men, but also similar struggles and challenges. They have illustrated how older men cannot simply be reduced to their experience of ageing, but that they also carry some con-tinuously (re)negotiated struggles with masculinity, weaving new and rich threads for learning that is lifelong and life-wide.
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