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The Nordic translation of “Men’s Shed”, a gendered model for adult learning

Research output: Contribution to conference - Without ISBN/ISSN Conference paperpeer-review

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The Nordic translation of “Men’s Shed”, a gendered model for adult learning. / Ahl, Helene; Hedegaard, Joel; Golding, Barry.
2017. Paper presented at 7th Nordic Conference on Adult Education and Learning , Jönköping, Sweden.

Research output: Contribution to conference - Without ISBN/ISSN Conference paperpeer-review

Harvard

Ahl, H, Hedegaard, J & Golding, B 2017, 'The Nordic translation of “Men’s Shed”, a gendered model for adult learning', Paper presented at 7th Nordic Conference on Adult Education and Learning , Jönköping, Sweden, 3/05/17 - 5/05/17.

APA

Ahl, H., Hedegaard, J., & Golding, B. (2017). The Nordic translation of “Men’s Shed”, a gendered model for adult learning. Paper presented at 7th Nordic Conference on Adult Education and Learning , Jönköping, Sweden.

Vancouver

Ahl H, Hedegaard J, Golding B. The Nordic translation of “Men’s Shed”, a gendered model for adult learning. 2017. Paper presented at 7th Nordic Conference on Adult Education and Learning , Jönköping, Sweden.

Author

Ahl, Helene ; Hedegaard, Joel ; Golding, Barry. / The Nordic translation of “Men’s Shed”, a gendered model for adult learning. Paper presented at 7th Nordic Conference on Adult Education and Learning , Jönköping, Sweden.

Bibtex

@conference{3192369f77f342eaa7801c7e3863cd5d,
title = "The Nordic translation of “Men{\textquoteright}s Shed”, a gendered model for adult learning",
abstract = "Research topic/Aim: The purpose of this paper is to highlight empirical examples of habilitation effects of an adjusted education for young adults with high-functioning autism. Our paper draws upon findings from a project researched - an IT education called the IT-track  - which is an example of an initiative that has had the intention to help to break the isolation and exclusion in favor of inclusion. The IT-track started in January 2012 and is founded by The European Social Fund (ESF), Region J{\"o}nk{\"o}ping, H{\"o}glandet{\textquoteright}s Coordinating Association and Eksj{\"o} Municipality. It targets young people diagnosed with high-functioning autism between 19-30 years old. The IT-track offers upper secondary and university courses in programming, CAD and computer systems, as well as internship experience. Theoretical/Methodological framework Supported education Supported employment Sense of coherence The study is inspired by ethnographic methodology (Hammersley & Atkinson, 2007), where researchers reside within the environments and situations they want to learn about. Data was collected by way of participant observations, natural conversations, research interviews with students and one focus group interview with the staff (van Manen, 1990). The different data collection methods complemented each other and, taken together, provide a rich description of the students{\textquoteright} experiences of the IT-track. Expected findings: The context of the present study is focused on (i) the students{\textquoteright} experiences of the IT-track, (ii) the students{\textquoteright} previous school experiences, and (iii) how they relate to their future. The findings involve: Identified adjustments at the IT-track To get structure in everyday life To function better socially with others  Extended horizons of possibility Employment and internship Relevance for Nordic adult education and learning research: The findings have relevance for Nordic adult education and learning research due to a prior lack of research into Asperger syndrome and education of younger adults. This paper highlights the need for a better understanding of how environments can be adapted in order to be supportive and contributing to learning and habilitation.",
author = "Helene Ahl and Joel Hedegaard and Barry Golding",
year = "2017",
language = "English",
note = "7th Nordic Conference on Adult Education and Learning ; Conference date: 03-05-2017 Through 05-05-2017",

}

RIS

TY - CONF

T1 - The Nordic translation of “Men’s Shed”, a gendered model for adult learning

AU - Ahl, Helene

AU - Hedegaard, Joel

AU - Golding, Barry

PY - 2017

Y1 - 2017

N2 - Research topic/Aim: The purpose of this paper is to highlight empirical examples of habilitation effects of an adjusted education for young adults with high-functioning autism. Our paper draws upon findings from a project researched - an IT education called the IT-track  - which is an example of an initiative that has had the intention to help to break the isolation and exclusion in favor of inclusion. The IT-track started in January 2012 and is founded by The European Social Fund (ESF), Region Jönköping, Höglandet’s Coordinating Association and Eksjö Municipality. It targets young people diagnosed with high-functioning autism between 19-30 years old. The IT-track offers upper secondary and university courses in programming, CAD and computer systems, as well as internship experience. Theoretical/Methodological framework Supported education Supported employment Sense of coherence The study is inspired by ethnographic methodology (Hammersley & Atkinson, 2007), where researchers reside within the environments and situations they want to learn about. Data was collected by way of participant observations, natural conversations, research interviews with students and one focus group interview with the staff (van Manen, 1990). The different data collection methods complemented each other and, taken together, provide a rich description of the students’ experiences of the IT-track. Expected findings: The context of the present study is focused on (i) the students’ experiences of the IT-track, (ii) the students’ previous school experiences, and (iii) how they relate to their future. The findings involve: Identified adjustments at the IT-track To get structure in everyday life To function better socially with others  Extended horizons of possibility Employment and internship Relevance for Nordic adult education and learning research: The findings have relevance for Nordic adult education and learning research due to a prior lack of research into Asperger syndrome and education of younger adults. This paper highlights the need for a better understanding of how environments can be adapted in order to be supportive and contributing to learning and habilitation.

AB - Research topic/Aim: The purpose of this paper is to highlight empirical examples of habilitation effects of an adjusted education for young adults with high-functioning autism. Our paper draws upon findings from a project researched - an IT education called the IT-track  - which is an example of an initiative that has had the intention to help to break the isolation and exclusion in favor of inclusion. The IT-track started in January 2012 and is founded by The European Social Fund (ESF), Region Jönköping, Höglandet’s Coordinating Association and Eksjö Municipality. It targets young people diagnosed with high-functioning autism between 19-30 years old. The IT-track offers upper secondary and university courses in programming, CAD and computer systems, as well as internship experience. Theoretical/Methodological framework Supported education Supported employment Sense of coherence The study is inspired by ethnographic methodology (Hammersley & Atkinson, 2007), where researchers reside within the environments and situations they want to learn about. Data was collected by way of participant observations, natural conversations, research interviews with students and one focus group interview with the staff (van Manen, 1990). The different data collection methods complemented each other and, taken together, provide a rich description of the students’ experiences of the IT-track. Expected findings: The context of the present study is focused on (i) the students’ experiences of the IT-track, (ii) the students’ previous school experiences, and (iii) how they relate to their future. The findings involve: Identified adjustments at the IT-track To get structure in everyday life To function better socially with others  Extended horizons of possibility Employment and internship Relevance for Nordic adult education and learning research: The findings have relevance for Nordic adult education and learning research due to a prior lack of research into Asperger syndrome and education of younger adults. This paper highlights the need for a better understanding of how environments can be adapted in order to be supportive and contributing to learning and habilitation.

M3 - Conference paper

T2 - 7th Nordic Conference on Adult Education and Learning

Y2 - 3 May 2017 through 5 May 2017

ER -