Citation

Skafle I, Nordahl-Hansen A, Øien RA. J. Autism Dev. Disord. 2019; ePub(ePub): ePub.

Affiliation

Child Study Center, Yale University School of Medicine, New Haven, USA.

Copyright

(Copyright © 2019, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s10803-019-04281-w

PMID

31696384

Abstract

An increasing number of students with autism spectrum disorder (ASD) enroll in inclusive schools and classrooms. The aim of this study was to research how students with ASD experience the social aspect of inclusive high schools. Five adolescences with Asperger syndrome were interviewed, and the results show that high school was perceived as an important platform for social training, and an equally important place to find new friends and acquaintances. A majority of the participants had experienced loneliness and bullying in junior high school. However, they experienced high school as a new start, with a more open and inclusive environment. Nevertheless, several of the participants expressed that they used quite a lot of energy on social settings, such as interpreting social situations and on being amongst a larger group of students. In order to support this group of adolescents in their schooling, it is important to look at their strength and resources, and not only focus on the challenges and difficulties.

Language: en

Keywords

Asperger syndrome; Autism; Inclusive highs school; Qualitative interview; School transition; Social competence