| 15181. |
- Lindblom, Anne, 1958-
(författare)
-
Connecting traditional music to education for sustainable development : The case of a First Nations child diagnosed with autism
- 2015
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this paper is to examine music as an innovation in special education using a case study to illustrate how factors such as ethnicity and ability can become insurmountable obstacles for participation. The purpose of my presentation is to discuss and obtain other teacher’s and researcher’s views and comments on this ongoing PhD project. Using an ethnographic approach, interviews and observations were conducted to study the meaning of music for a six -year -old First Nations boy in BC Canada, diagnosed with autism. In light of his situation, sustainable development seems unperceivable.
|
|
| 15182. |
- Lindblom, Anne, et al.
(författare)
-
Contributing to Change in Teacher Education? Assessing Student Teachers’ Attitudes Towards People with Autism Spectrum Disorder.
- 2016
-
Konferensbidrag (refereegranskat)abstract
- Theoretical framework, objectives and research questions Inclusive education is advocated in school legislation in Sweden, Finland and England, and support for children diagnosed with Autism Spectrum Disorder (ASD) is generally provided within the mainstream classroom. As ASD prevalence has risen markedly worldwide, and currently stands at approximately 1 in 100 (Autism Europe, 2016), it is likely that student teachers will encounter pupils with ASD during their practical placement, and subsequently, in the profession.Representations of ASD, such as difficulties in social interaction and communication, can entail challenges for the pupil in the mainstream context and for adults in the community (Shereen & Geuts, 2015). For the teacher, ensuring the pupil’s inclusion requires knowledge about ASD and adequate support and intervention methods to meet the individual’s needs. Previous research has mainly examined teachers’ and student teachers’ attitudes towards inclusion of pupils with ASD (e.g.,McGregor & Campbell, 2001; Ross-Hill, 2009) and the accuracy of their knowledge and beliefs about ASD (e.g., Talib & Paulson, 2015).Less attention has been paid to teachers’ attitudes towards ASD in general. Two recent studies have however examined student teachers’ (Park, Chitiyo, & Choi, 2010) and teacher’s attitudes (Park & Chitiyo, 2011) towards pupils with ASD. The studies found that both groups held positive attitudes towards children with ASD, yet women reported more positive attitudes than men. Further, in the student teacher group participants’ exposure to ASD and their academic major influenced their attitudes so that the students majoring in special education had more positive attitudes than students majoring in general education (Park et al., 2010). These studies have not however examined the mechanisms of attitude change (e.g., why does exposure lead to more positive attitudes), which the current study aims to explore.Given that the majority of previous research has taken place in the USA, (e.g. Talib and Paulson, 2015); there is an urgent need to investigate student teachers’ attitudes towards ASD, particularly pupils with ASD, in Europe, in order to ensure the continuing provision of high quality inclusive education in this context. Moreover, to our knowledge there are no previous studies clarifying whether differences exist in student teachers’ attitudes towards ASD across different European countries. This study aims to fill these gaps. The project represents a collaboration between psychology and special education faculty members at three European universities across Sweden, Finland and England. The purpose of this presentation is to present results of this ongoing interdisciplinary research project and obtain feedback and comments from the scientific community.The research questions are:What are the attitudes of student teachers towards pupils with ASD?Are there differences in student teachers’ attitudes between Sweden, Finland, and England? Is there any relationship between the student teachers’ gender, course of study, knowledge of ASD, exposure to ASD and their attitudes?Methodology The project utilizes a mixed method approach consisting of two stages. This paper will disseminate the results of the first stage, a cross-sectional survey investigating student teachers’ attitudes toward ASD, their hypothesized predictors (e.g., knowledge of ASD, level of contact with people who have ASD), and potential mediators (e.g., anxiety).Participants will be students who are completing a teacher training course at each of the three universities conducting the research. These participants will complete the survey as part of a lecture on a closely related topic. Power analysis suggests that approximately 250 student teachers need to be recruited in each country to adequately test hypotheses (see below). Measures are derived from extant research on disability attitudes (e.g., Krahé & Altwasser, 2006) and utilise nine point Likert scales. In addition to closed measures, the survey also includes open-ended questions designed to elicit deeper responses from participants and gain rich insight into the thoughts, feelings and concerns that student teachers hold when educating pupils with ASD in the classroom.The survey was designed in English, and subsequently translated into Swedish and Finnish by native speakers of each language. It has already been piloted in all three countries, with positive feedback about its intuitiveness and ease of comprehension for participants. In addition to addressing the research questions (above), the results of the survey will also be used to inform the second stage of the project, comprising in-depth interviews with student teachers about their experiences of educating pupils with ASD.Expected outcomes As this is an on-going research project with data being gathered between January and May 2016, the findings and literature-relevant discussion will be presented at the conference. Data is currently being collected in all three countries. However, drawing on the findings of previous research (e.g., Park & Chitiyo, 2011), the following hypotheses can be made:Student teacher attitudes toward ASD will be positive overall.Female student teachers will hold more positive attitudes than males.Student teachers completing a special education focused teaching training course will hold more positive attitudes than those completing a general education focused one.Higher levels of prior contact with people who have ASD will be associated with more positive attitudes towards them.In light of the paucity of research investigating student teacher attitudes in the European context, we make no specific hypotheses regarding potential differences between our samples.Our pilot data suggest that the collective findings from this research project will encourage all student teachers to reflect on their attitudes towards all pupils with a special need or disability, as this was a general trend. It is hoped that through this self-reflection attitudes towards all pupils with ASD or another disability or special educational need will positively impact on practice in the classroom. By investigating student teachers’ attitudes towards educating pupils diagnosed with ASD, and what may influence them, new knowledge can be generated. We aspire to promote improvement and influence teacher education policies in Sweden, Finland and England.Intent of publicationIt is intended that findings from the project contribute to at least one peer-reviewed article, to be disseminated in a high quality journal covering this area of interest, e.g., Autism, European Journal of Special Needs Education, International Journal of Inclusive Education, Journal of Autism and Developmental Disorders, and The Teacher Educator.References Autism Europe. Prevalence rate of autism. (2016). Available from: http://www.autismeurope.org/about-autism/prevalence-rate-of-autism/Krahé, B., & Altwasser, C. (2006). Changing negative attitudes towards persons with physicaldisabilities: An experimental intervention. Journal of Community & Applied Social Psychology, 16, 59-69. McGregor, E. & Campbell, E. (2001). The attitudes of teachers in Scotland to the integration of children with autism into mainstream schools. Autism : The International Journal of Research and Practice, 5(2), 189–207.Park, M. & Chitiyo, M. (2011). An Examination of Teacher Attitudes towards Children with Autism. Journal of Research in Special Educational Needs, 11(1), 70–78.Park, M., Chitiyo, M., & Choi, Y. S. (2010). Examining pre-service teachers’ attitudes towards children with autism in the USA. Journal of Research in Special Educational Needs, 10(2), 107–114.Ross-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs, 9(3), 188–198.Scheeren, A.M., & Geuts, H.M. (2015). Research on community intergration in autism spectrum disorder: Recommendations from research on psychosis. Research in Autims Spectrum Disorders, 17, 1-12.Talib.T.L., & Paulson, S. (2015). Differences in competence and beliefs about autism among teacher education students. The Teacher Educator (50)4, 240-256.
|
|
| 15183. |
|
|
| 15184. |
- Lindblom, Anne
(författare)
-
Decolonizing teacher education
- 2019
-
Konferensbidrag (refereegranskat)abstract
- Interculturality is about enabling relations based on equity and respect between cultures. When doing research within Indigenous context, I work within an Indigenist paradigm. This means putting my Western preconceptions aside as a non-Indigenous researcher, and embracing Indigenous philosophical assumptions. A core goal is decolonization, which entails the obligation to disseminate research results to student teachers as a step in decolonizing teacher education, and the academy. Knowledge about the history and organization of the Swedish educational system is a learning objective in teacher education. In this paper session, I would like to discuss possible implications for intercultural relations that arise from the invisibility of Sámi schools, and their history, from the content in teacher education, using my work at Karlstad University, Sweden, as an example.
|
|
| 15185. |
|
|
| 15186. |
|
|
| 15187. |
- Lindblom, Anne
(författare)
-
Exploring autism and music interventions through a First Nations lens
- 2017
-
Ingår i: AlterNative. - UK : Sage Publications. - 1177-1801 .- 1174-1740. ; 13:4, s. 202-209
-
Tidskriftsartikel (refereegranskat)abstract
- This research project set out to examine the meaning of music for five First Nations children diagnosed with autism spectrum disorder in British Columbia, Canada. A pan-tribal framework within an Indigenist research paradigm was used. Data were collected during visits in 2013 and 2014. Five First Nations children with different tribal affiliations and living locations, their families, and professionals were engaged in the project. Methods were conversations, observations, filmed observations, interventions, and notes. It was found that current autism discourses and practices are based on a deficit model within Western paradigms, and therefore not compatible with inclusive, First Nations worldviews and perceptions of autism representations. Music is used for purposes such as relaxation, communication, and whenstudying. Indigenous music is not used in targeted music interventions. This article presents unique material, emphasizing the lack of cultural sensitivity, and colonial residue in music interventions for First Nations children with autism.
|
|
| 15188. |
- Lindblom, Anne, 1958-
(författare)
-
How to listen and give voice to First Nations children in BC, Canada, diagnosed with Autism Spectrum Disorder – ethnography in practice
- 2014
-
Konferensbidrag (refereegranskat)abstract
- The purpose of this paper presentation is to discuss some of the opportunities and challenges I have met as a PhD candidate. My work has involved conducting ethnographic fieldwork regarding the meaning of music for First Nations children in British Columbia, Canada, diagnosed with Autism Spectrum Disorder, ASD. The idea and research plan looked good in theory, but the reality presented various challenges. I am a Swedish researcher, who grew up in Canada, so having a stepmother and sisters who are First Nations has provided me access to the field. One major obstacle I encountered was the scarcity of First Nations children diagnosed with ASD. The focus of this paper presentation, however, is on ethical aspects of being accepted in Indigenous communities and welcomed into people’s homes. It can be challenging to interpret and portray people’s life stories. My interest lies in the impact of the interaction, both on the participant and the researcher. Finally, I will examine how the researcher can listen and give voice to First Nations children with ASD and their families, thus acknowledging and honoring the unique opportunity and privilege afforded her.
|
|
| 15189. |
- Lindblom, Anne, et al.
(författare)
-
Imagining inclusive education for pupils diagnosed with Autism Spectrum Disorder
- 2018
-
Konferensbidrag (refereegranskat)abstract
- Theoretical framework, objectives and research questions In Sweden, Finland and England, inclusive education is advocated in school legislation. Subsequently, support for children diagnosed with Autism Spectrum Disorder (ASD) is generally provided within the mainstream classroom. It is likely that student teachers will encounter pupils with ASD during their practical placement, and in their profession, as ASD prevalence has risen markedly worldwide, and currently stands at approximately 1 in 100 (Autism Europe, 2016).Teachers require knowledge about ASD to ensure inclusion and the adequate delivery of support and intervention methods. Such knowledge could be about representations of ASD regarding social interaction and communication, which can offer challenges for the pupil in the mainstream context (Shereen & Geuts, 2015). However, previous research has mainly examined teachers’ and student teachers’ attitudes towards inclusion of pupils with ASD (e.g. McGregor & Campbell, 2001; Ross-Hill, 2009), and not investigated teachers’ in-depth understanding of ASD interactions and communications. This study aims to fill the gap through the application of an empathy-based story-writing method with student teachers.The project represents a collaboration between researchers in Psychology and Special Education at three European universities across Sweden, Finland and England. The purpose of this presentation is to present preliminary findings of this ongoing interdisciplinary research project and obtain feedback and comments from the scientific community.The research questions posed in this phase of the project are:How do student teachers describe imagined interactions with pupils diagnosed with ASD?How do student teachers describe the success or failure of interaction with pupils with ASD?Are there differences in student teachers’ stories between Sweden, Finland, and England?Methodology The project involved a survey with a quantitative section and qualitative sections. This paper presentation will focus on introducing results from the qualitative data, which consisted of a task where student teachers were asked to write about an imagined teaching situation. The student teachers were asked to write about a positive and a negative teaching situation with a new pupil diagnosed with ASD, a method referred to as empathy-based stories. Empathy-based stories are writings that are created by participants according to an introductory script provided by a researcher (Eskola, 1998). This method is also called a passive role-play method and it is used for gathering information on the experiences and ideas embedded in narratives produced by research participants. It was originally developed in social psychology and it is a modification of active role-playing method for studying the participant’s interpretations of situations (Ginsburg, 1979; Eskola, 1997). In our study, the student teachers were first asked to write about what happened in the classroom, and then how they felt about it. Next, they were asked to write about the interaction with the pupil, and lastly, what they felt the pupil thought about them. This exercise was planned to be short, approximately 5 minutes per story. The final sample comprised 704 student teachers (Swedish N = 262, Finnish N =251, English N = 191). A coding scheme was made by the Finnish researchers, and before coding in Sweden and England, 10 negative and 10 positive stories were co-rated by the research team to ensure adequate inter-rater reliability. Expected outcomes The coding and analysis process is ongoing, but we plan to have some preliminary results to report from the three countries at the ECER conference.References Autism Europe. Prevalence rate of autism. (2016). Available from: http://www.autismeurope.org/about-autism/prevalence-rate-of-autism/Eskola, J. (1997). Eläytymismenetelmäopas [A guide to method of empathy-based stories].Tampere: Tampereen yliopisto.Eskola, J. (1998). Eläytymismenetelmä sosiaalitutkimuksen tiedonhankintamenetelmänä. [The method of empathy-based stories as a method of acquiring data in social research]. Tampere: Tampereen yliopisto.Ginsburg, G.P. (1979). The effective use of role-playing in social psychological research. In G.P. Ginsburg (ed.). Emerging strategies in social psychological research, Chichester: Wiley. 117–54.McGregor, E. & Campbell, E. (2001). The attitudes of teachers in Scotland to the integration of children with autism into mainstream schools. Autism : The International Journal of Research and Practice, 5(2), 189–207.Ross-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs, 9(3), 188–198.Scheeren, A.M., & Geuts, H.M. (2015). Research on community intergration in autism spectrum disorder: Recommendations from research on psychosis. Research in Autims Spectrum Disorders, 17, 1-12.Talib.T.L., & Paulson, S. (2015). Differences in competence and beliefs about autism among teacher education students. The Teacher Educator (50)4, 240-256. Intent of publicationIt is intended that findings from this phase of the project contribute to at least one peer-reviewed article, to be disseminated in a high quality journal covering this area of interest, e.g., Autism, European Journal of Special Needs Education, International Journal of Inclusive Education, Journal of Autism and Developmental Disorders, and The Teacher Educator. Conference presentations are also intended.Keywords: Autism Spectrum Disorder, Student teachers, Disability Attitudes, Teacher Education, Inclusive Education
|
|
| 15190. |
- Lindblom, Anne, 1958-
(författare)
-
Indigenous music – an overlooked resource in music interventions with First Nations children in British Columbia, Canada, diagnosed with Autism
- 2015
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- BackgroundMusic interventions are reported to be helpful for children with autism in areas such as communication and social skills (Simpson & Keen, 2011). Structure and predictability in music is beneficial for children and adolescents with ASD (Wigram & Gold, 2006). ASD appears to be under-detected among First Nations children in BC, Canada (Lindblom, 2014).MethodsThe material used in this presentation is collected within the on-going PhD project with the working title: The meaning of music for First Nations children in BC, Canada, diagnosed with Autism. The use of traditional Indigenous music with First Nations children diagnosed with ASD was a point of interest in the study. Ethnographic fieldwork is used for data collection and the material consists of transcribed interviews, observations, filmed observations and field notes. Five cases are included in the study. This presentation focuses on one case.Key FindingsInterviews: The child was sometimes exposed to Indigenous music in the home environment. In the school setting, he enjoyed one on one singing and playing rhythm instruments and the piano. In school no Indigenous music was used. Observations and interactions: The child was very focused on the Ipad during a video of singing and drumming by people from his Nation. Drumming and singing, one on one with the researcher, resulted in the child interacting in singing, playing the drum and taking turns. The child also engaged in eye contact.ConclusionIt appears that the use of music in educational settings with First Nations children in BC, Canada, diagnosed with ASD, lacks in cultural sensitivity. The potential of Indigenous music as a resource in music interventions with Indigenous individuals diagnosed with ASD needs to be further investigated. This could influence future development of culturally sensitive interventions for children diagnosed with ASD in global Indigenous contexts.Bernier, R., Mao, A., Yen, J. (2010). Psychopathology, Families and Culture: Autism. Child and adolescent psychiatric clinics of North America, 19(4), 855-867.Lindblom, A. (2014). Under-detection of autism among First Nations children in British Columbia, Canada. Disability & Society. 29(8), 1248-1259.Ouellette-Kuntz, H., Coo, H., Yu, C.T., Chudley, A.E., Noonan, A., Breitenbach., Ramji, N., Prosick, T. Bedard, A. & Holden, J.J.A. (2006). Prevalence of Pervasive Developmental Disorders in Two Canadian Provinces. Journal of Policy and Practice in Intellectual disabilities, 3(3), 164-172.Simpson, K.,Keen, D. (2011). Music Interventions for Children with Autism: Narrative Review of the Literature. Journal of Autism and Developmental Disorders. 41:1507-1514. Wigram, T. & Gold, C. (2006). Music therapy in the assessment and treatment of autistic spectrum disorder: clinical application and research evidence. Child: care, health and development, 32(5), 535-542.
|
|
