Inclusive spaces in post-secondary education – exploring the experience of educational supports for people with a neuropsychiatric disability
 
 

Inclusive spaces in post-secondary education – exploring the experience of educational supports for people with a neuropsychiatric disability


Journal: International Journal of Inclusive Education
Year: 2017
Authors: Winberg, K. Bertilsdotter, H. & Rosenberg, D.
DOI: https://doi.org/10.1080/13603116.2018.1445303
Link: https://www.tandfonline.com/doi/full/10.1080/13603116.2018.1445303
Keywords:
The purpose of this study is to investigate the experiences of studying among people with a neuropsychiatric disability who received support from a Supported Education (SEd) programme, and people who did not receive this support. The research employed a narrative approach, where 14 participants with a neuropsychiatric diagnosis were asked to write a short reflective narrative about their experience of studying, with/without support from a SEd intervention. The results show that the persons without support from the model relied on their family as their primary support, and that support from formal support providers was not available prior to receiving a formal diagnosis. Those who received services from SEd were generally satisfied with the support they received, and did not emphasise the family as support givers in the same way. The study points to the importance of developing neurodiverse spaces, which can serve as transitional environments and that can help supported education models adapt to the needs of this group.
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University of Jyväskylä, Finland
Universitatea din București
Università degli studi di Bergamo
University of Bristol
Instituto politécnico de Leiria
Equipo de Desarrollo Organizacional - UAB
Erasmus+