"I Want to Stay Over": A Phenomenographic Analysis of a Short Break/Extended Stay Pilot Project for Children and Young People with Autism

Autor/inn/en	Hallett, Fiona; Armstrong, David
Titel	"I Want to Stay Over": A Phenomenographic Analysis of a Short Break/Extended Stay Pilot Project for Children and Young People with Autism
Quelle	In: British Journal of Learning Disabilities, 41 (2013) 1, S.66-72 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/j.1468-3156.2011.00723.x
Schlagwörter	Autism; Pervasive Developmental Disorders; Skill Development; Daily Living Skills; Interpersonal Competence; Residential Programs; Children; Foreign Countries; Special Schools; Civil Rights; Family Needs; Pilot Projects; Program Descriptions; Ethics; Developmental Tasks; Interviews; United Kingdom (England) + Suchen Sie Ihr Suchwort? Autismus; Kompetenzentwicklung; Qualifikationsentwicklung; Alltagsfertigkeit; Interpersonale Kompetenz; Sozialer Wohnungsbau; Child; Kind; Kinder; Ausland; Special school; Sonderschule; Bürgerrechte; Grundrechte; Zivilrecht; Pilot project; Modellversuch; Pilotprojekt; Ethik; Entwicklungsaufgabe; Interviewing; Interviewtechnik
Abstract	Laying the foundations for an effective transition into independent adulthood is widely perceived as a key priority for practice with children/young people who have Autistic Spectrum Conditions. However, theory and research indicate that, for those children affected, autism often prevents the acquisition, development and expression of key life-skills which might assist their inclusion in the wider community. In exploring these issues, the authors of this paper report on the Phenomenographic analysis of a Residential Project, involving 16 children per young people who had Autistic Spectrum Conditions, at a Special School in the North West of England. The primary conclusion from this study is that provision for many children and young people with Autistic Spectrum Conditions is most meaningful if it is enabled by practice which: supports the wider human rights and needs of their family; realistically prepares the individual for a life outside of school and the home; and also enriches the unique lifeworld of each young person. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10