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Negotiating learner autonomy: a case study on the autonomy of a learner with high-functioning autism

Journal article
Authors Sara Sjödin
Published in Nordic Journal of Studies in Educational Policy
Issue 2
Publication year 2015
Published at Department of Education and Special Education
Language en
Links dx.doi.org/10.3402/nstep.v1.28483
Keywords Autism; Hermeneutics; Learner autonomy; Narrative
Subject categories Educational Sciences, Pedagogy

Abstract

The purpose of the article is to describe how the learner autonomy of a student diagnosed with high-functioning autism is regarded in general education i a longitudinal perspective and how her educational strategies are managed by school representatives. Data include unstructured interviews with the student and educational personnel as well as passive observations in the class room. The student's intellectual orientation and scientific interests are discouraged by most teachers throughout her school years. School narratives of her percieved cognitive and educational shortcomings overshadow and counteract her autonomy. The student's scientific interests can be seen as a means to deal with aworld that is incomprehensible and frightening. Perhaps persons with weak central coherence, more often than others, develop interests concerning how things are structured and that they through their interests strive to organize and explain their environment. This specic kind of learner autonomy can be described as a process of intellectual induction and could be understood as a compensatory strategy of the mind. In school, however, is is discouraged with referece to the student's problems in other areas traditionally associated with learner autonomy.

Page Manager: Webmaster|Last update: 9/11/2012
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