School Staff’s Social Representation of Inclusion of Students with Autism Spectrum Disorder (Asperger)

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School Staff’s Social Representation of Inclusion of Students with Autism Spectrum Disorder (Asperger)

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Publication Article, peer reviewed scientific
Title School Staff’s Social Representation of Inclusion of Students with Autism Spectrum Disorder (Asperger)
Author Linton, Ann-Charlotte ; Germundsson, Per ; Heimann, Mikael ; Danermark, Berth
Date 2016
English abstract
The current study examined and compared the social representations (SR) concerning the inclusion of students with Asperger diagnosis (AS) among principals, school health professionals, and teachers. Swedish school staff were invited to anonymously answer a web-based questionnaire (N=229). An association task was conducted to obtain data on principals, school health professionals and teachers’ of inclusion of students with AS. The content and structure of the SRs were explored by using the theoretical framework of social representation theory. Our results suggest that principals were mainly concerned with the organization and structural level of inclusion. School health professionals emphasized educational strategies, structure and routines and, students’ needs and their individual potentials whereas teachers refer to their own interaction as the most important aspect and more often than other staff referred to a burden. Social representation methodology offers unique opportunities for research as well as for applications aiming to promote inclusion.
Swedish abstract
Studien undersökte och jämförde rektorers, lärares och elevhälsovårdspersonals sociala representationer (SR) om inkludering av elever med diagnos inom autismspektrum (Asperger). Svensk skolpersonal inbjöds att anonymt besvara en webbaserad enkät (N = 229). En associationsstudie genomfördes för att samla in data. Representationernas innehåll och struktur utforskades med hjälp av teorin om sociala representationer. Våra resultat tyder på att rektorer främst fokuserade inkludering på organisatorisk och strukturell nivå. Personal från elevhälsan betonade utbildningsstrategier, struktur och rutiner samt elevens behov och individuella potential. Lärare lyfte fram den egna interaktionen som den viktigaste aspekten och upplevde i större utsträckning än övriga tillfrågade grupper inkludering som en börda. Teorin om sociala representationer ger en unik möjlighet beforska och ta fram program som syftar till att främja inkludering.
Link http://jespnet.com/journals/Vol_3_No_5_November_20... (external link to publication)
Link http://jespnet.com/journals/Vol_3_No_5_November_2016/9.pdf .Icon
Publisher Center for Promoting Ideas
Host/Issue Journal of Education & Social Policy;3
Volume 5
ISSN 2375-0782
Pages 82-95
Language eng (iso)
Subject inclusion
school staff
autism spectrum disorder
Asperger diagnosis
social representations
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/22378 Permalink to this page
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