Stödet och skolan. En kvantitativ studie, ur ett föräldraperspektiv, om stödinsatser, nöjdhet och gymnasiebehörighet hos elever med autism.
(2023) SOPB63 20231School of Social Work
- Abstract
- The purpose of this study is to see what kind of support in school is linked to secondary school eligibility in primary compulsory school and parent satisfaction. The questions this study aims to answer were: (1) What type of support was reported by parents? (2) What connection can be found between the type of support and secondary school eligibility? (3) What connection can be found between the type of support and parental satisfaction? To collect data, we choose to distribute a questionnaire in four different Facebook groups whose members were parents of children with neuropsychiatric disorders or individuals with neuropsychiatric disorders. Due to ethical considerations, we choose to distribute the questionnaire to parents and not... (More)
- The purpose of this study is to see what kind of support in school is linked to secondary school eligibility in primary compulsory school and parent satisfaction. The questions this study aims to answer were: (1) What type of support was reported by parents? (2) What connection can be found between the type of support and secondary school eligibility? (3) What connection can be found between the type of support and parental satisfaction? To collect data, we choose to distribute a questionnaire in four different Facebook groups whose members were parents of children with neuropsychiatric disorders or individuals with neuropsychiatric disorders. Due to ethical considerations, we choose to distribute the questionnaire to parents and not children/individuals with autism. From the collected data (n = 16) we analyzed the results by comparing different types of support provided by the school from a grade and parental satisfaction perspective. One significant connection found was that parents whose children attended a special teaching group specifically for children with autism were more satisfied with school support overall, one explanation for this is that special teaching groups allow for fewer students per teacher. And therefore, more individualized support. This conclusion is supported by previous research about school support. The results showed that special seating in the classroom had a high likelihood to be connected to secondary school eligibility, however, it cannot be concluded that special seating is the only factor that affects grades. Furthermore, a lack of knowledge and understanding among the students' main teachers was reported as a factor in failure and displeasure. This study could not exclude that other factors’ impacted the connection between the type of support, parental satisfaction, and secondary school eligibility. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9121298
- author
- Johansson, Kristina LU and Olin, Jessika LU
- supervisor
- organization
- course
- SOPB63 20231
- year
- 2023
- type
- M2 - Bachelor Degree
- subject
- keywords
- autism, school, support, grades, neuropsychiatric disorder, NPD, secondary level education, secondary school eligibility, grundskola, betyg, neuropsykiatriska funktionsnedsättningar, neuropsykiatriska diagnoser, gymnasiebehörighet, NPF
- language
- Swedish
- id
- 9121298
- date added to LUP
- 2023-06-12 17:06:56
- date last changed
- 2023-06-12 17:06:56
@misc{9121298,
abstract = {{The purpose of this study is to see what kind of support in school is linked to secondary school eligibility in primary compulsory school and parent satisfaction. The questions this study aims to answer were: (1) What type of support was reported by parents? (2) What connection can be found between the type of support and secondary school eligibility? (3) What connection can be found between the type of support and parental satisfaction? To collect data, we choose to distribute a questionnaire in four different Facebook groups whose members were parents of children with neuropsychiatric disorders or individuals with neuropsychiatric disorders. Due to ethical considerations, we choose to distribute the questionnaire to parents and not children/individuals with autism. From the collected data (n = 16) we analyzed the results by comparing different types of support provided by the school from a grade and parental satisfaction perspective. One significant connection found was that parents whose children attended a special teaching group specifically for children with autism were more satisfied with school support overall, one explanation for this is that special teaching groups allow for fewer students per teacher. And therefore, more individualized support. This conclusion is supported by previous research about school support. The results showed that special seating in the classroom had a high likelihood to be connected to secondary school eligibility, however, it cannot be concluded that special seating is the only factor that affects grades. Furthermore, a lack of knowledge and understanding among the students' main teachers was reported as a factor in failure and displeasure. This study could not exclude that other factors’ impacted the connection between the type of support, parental satisfaction, and secondary school eligibility.}},
author = {{Johansson, Kristina and Olin, Jessika}},
language = {{swe}},
note = {{Student Paper}},
title = {{Stödet och skolan. En kvantitativ studie, ur ett föräldraperspektiv, om stödinsatser, nöjdhet och gymnasiebehörighet hos elever med autism.}},
year = {{2023}},
}