Upplevelser av det obligatoriska skolväsendet : Gymnasieelever med neuropsykiatriska funktionsnedsättningar berättar om sin grundskoletid

Abstract: The purpose with this study is to describe what individual pupils with neuropsychiatric disorders, such as Asperger syndrome and ADHD (Attention Deficit/Hyperactivity Disorder), think of their time in the nine-year compulsory school. The intention is to, from a social and spatial point of view elucidate their experiences, on the basis of their specific needs and the commission and the curriculum of the compulsory school. This study have a qualitative approach where I on two occasions have talked to three upper secondary school pupils with neuropsychiatric disorders about their time in the compulsory school. The work method for this study is life stories, a kind of interview that allows the pupils to speak more freely, and where the definitive question formulation appears gradually. The result shows that the pupils in many ways experience that they have been misunderstood by both teachers and other pupils, first and foremost regarding teachers not having enough knowledge about how people with Asperger syndrome think and acts. In addition, all three have experiences of being bullied. At the same time the result shows that special adjustments to the pupils’ specific needs works and is a good thing, if they are based upon knowledge and understanding. The conclusion is that genuine knowledge about neuropsychiatric disorders and the will to understand among the teachers is very important, and that adjustments of resources, demands and conditions is a good thing, and many times necessary. Many teachers do not have the adequate knowledge and the support to the students is inadequate. A proper, comprehensive and correct diagnosis is important to create knowledge of the specific individual needs.