Students in upper secondary education in need of special support, both with and without a diagnosis, are overrepresented among those that transit directly from school to unemployment. Having a complete certificate from upper secondary school is also less common for these students.
Students in need of special support may have cognitive difficulties to follow instructions, problems with concentration or having reading- and writings difficulties. Some of these students have a diagnosis such as ADHD, Asperger syndrome, intellectual disabilities or dyslexia. However not all students in need of special support have received a diagnosis although they may experience about the same cognitive difficulties as those with a diagnosis.
Assistive technology for cognition (ATC) is a type of Information Communication Technology (ICT) that aims to support cognitive skills. ATC is an area with high potential that has not yet been systematically investigated in relation to students in need of special support. Examples of ATC are computers, smartphones and tablets with applications that can assist a person’s ability to write, read, gain knowledge but also reminding someone to perform a task/homework at the appropriate time, support a student to initiate and to plan and organize school activities.
The research project’s longitudinal follow-up of the intervention’s effect on the transition to work or further studies is unique, as similar intervention studies are rare. The results of the project will provide new knowledge, at the individual as well as the community level, which will hopefully contribute to creating supportive school environments that maximise the opportunities for upper secondary pupils with special needs to achieve their education goals, and to participate actively in school.
This research is part of the research theme Disability in school – transition to work.
Teaching future occupational therapists
I teach on the Occupational Therapy programme, where I am involved in three courses. Anette Kjellberg and I coordinate the Design component in course 8. I lecture on the development of ideas on entrepreneurship/innovation in relation to the occupational therapist profession. I am also the group tutor on this course. In course 7 I am the contact teacher for students on placements (abbreviated VFU in Swedish).
I am also supervising first-cycle projects and papers.
