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- Andersson, Anna-Lena, et al.
(författare)
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Tre föräldraberättelser om skolövergångar. Barn som har intellektuell funktionsnedsättning
- 2017. - 1
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Ingår i: Barns övergångar. - Lund. - 9789144115481 ; , s. 151-167
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Bokkapitel (refereegranskat)abstract
- Barn som har intellektuell funktionsnedsättning kan få sin undervisning i grundskolan, men läsa enligt grundsärskolans läroplan. Hur är det att göra övergångar mellan olika skolformer och olika skolor för barn som har intellektuell funktionsnedsättning? Hur kan det se ut för dessa barn i förskola och skolan innan utredning inför mottagande i särskola, under utredning och efter utredning? Detta kapitel diskuterar just dessa frågor och presenterar tre föräldraberättelser om sina barns skoltid.
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| 2. |
- Andersson, Anna-Lena, et al.
(författare)
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Parents’ perspectives on pedagogical transitions and educational situations of students with mild intellectual disability
- 2021
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Konferensbidrag (refereegranskat)abstract
- Abstract titleParents’ perspectives on pedagogical transitions and educational situations of students with MIDIntroduction: The goal of the Swedish educational system is to offer all students a meaningful and equal education in an inclusive classroom environment. At the same time there are parallel school systems in Sweden, comprised by the Compulsory School for Students with Intellectual Disability (CSSID) and Compulsory School (CS).Aim: The aim of this study was to explore parents’ perspectives about their children’s pedagogical transitions and educational situation over time.Method: The data constitutes of six interviews with parents of students with mild intellectual disability (MID). All interviews were inductively analyzed using thematic analysis.Results: Three master themes were summarised: 1) Uncertainty and worries, 2) Process and interactions, and 3) The novel situation.Implications: The transition from CS to CSSID requires a readjustment for parents and they express the need for support from professionals in these transitions. The change for the children could be to meet new knowledge requirements and for parents to find new forms of interaction between home and school. For children and parents the ability to face change was made visible, for example, trust in teachers was affected. In order to create a functioning everyday life, actors at different levels need to collaborate.
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| 7. |
- Andersson, Anna-Lena
(författare)
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Utbildningssituationen för elever med lindrig intellektuell funktionsnedsättning : Lärares och föräldrars perspektiv
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The goal of the Swedish educational system is to offer all students a meaningful and equal education in an inclusive classroom environment. At the same time there are parallel school systems in Sweden, comprised by the Compulsory School for Students with Intellectual Disability (CSSID) and Compulsory School (CS). Students who are not able to achieve in accordance with syllabus of CS and who have an intellectual disability (ID) are eligible to receive education according to the CSSID syllabus. The decision of placement in either type of school rests on students’ parents. It can be assumed, therefore, that teachers are expected to offer education adjusted to each student’s individual needs.The aim of the thesis is to deepen the knowledge about the educational situation of students with mild intellectual disability (MID) through the perspectives of teachers and parents. Teachers’ and parents’ experiences and perceptions are studied: parents offer their stories about their children’s educational situation over time, and teachers’ reason about their work in teaching situations with the target group. Furthermore, pedagogical evaluations are studied to look at how school difficulties in teaching situations are described.The empirical data was collected in one municipality from the middle part of Sweden. The data constitutes of six interviews with parents of students with MID, and also 21 pedagogical evaluations of students with MID. Additionally, interviews were conducted with 21 teachers: eleven CS teachers and ten CSSID teachers.All interviews were analyzed using thematic analysis and using Interpretative Phenomenological Analysis (IPA), and manifest contents analysis was used to analyze pedagogical evaluations. Theories used were Biesta’s theory on the dimensions of education, the three levels in education transitions by Griebel and Niesel, and the school didactic theory by Uljen.The results show that the educational transitions and the educational situation around students with MID are complex. The transition from CS to CSSID means a readjustment for parents and they express the need for support from professionals in these transitions. Pedagogical evaluations contain individual-focused descriptions and focus to a lesser extent on teaching adaptations. Teachers in CS and CSSID outlined both common challenges in provision of support to all students but also described different prerequisites for it in the two school types. The results indicate that the teaching situation in both CSSID and the CS needs to be reviewed with regard to the school's organizational conditions to offer inclusive education.Keywordsinclusive education, transition, students with mild intellectual disability, interview, pedagogical evaluations, teachers, parents
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| 8. |
- Arvidsson, Patrik, et al.
(författare)
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IDENTIFICATION OF POSSIBLE LEARNING PROBLEMS IN CHILDREN WITH INTELLECTUAL DISABILITIES
- 2023
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Ingår i: The Routledge Handbook of Inclusive Education for Teacher Educators: Issues, Considerations, and Strategies. - London : Taylor and Francis Inc.. ; , s. 256-265, s. 256-265
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Bokkapitel (populärvet., debatt m.m.)abstract
- All children have the right to become equal citizens of the society. Children with intellectual disabilities have difficulties in learning and may need support to reach that equality, and some extra resources may be needed. Compared to children with typical development, children with intellectual disabilities have problems in three cognitive areas that are essential for learning activities: Abstract thinking. Understanding/using abstract symbols (text, numbers, money, and time) and imagining non-experienced things and situations. Several-steps thinking. Understanding multiple-level instructions and connections between cause and effect. Simultaneous handling of information. Nuanced considerations/comparisons, risk considerations and problem solving that manifest in complex social situations. Endorsing an interactive bio-psycho-social understanding of intellectual disabilities implies that learning limitations are the discrepancy between abilities and the level and/or quality of support, and according to this an inclusive approach to learning should be based on knowledge about abilities rather than dis-abilities. Two inclusive classroom strategies for learning are presented and discussed in this chapter. These strategies seek ways of providing universal, inclusive learning situations where children with intellectual disability can interact with any children and the most important role for a teacher is to find ways to support the children in that interaction.
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| 9. |
- Baric, Vedrana B., et al.
(författare)
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Partnering for change (P4C) in Sweden : a study protocol of a collaborative school-based service delivery model to create inclusive learning environments
- 2023
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Ingår i: BMC Public Health. - : Springer Nature. - 1471-2458. ; 23:1
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Tidskriftsartikel (refereegranskat)abstract
- Background: Inclusive learning environments are considered as crucial for children's engagement with learning and participation in school. Partnering for change (P4C) is a collaborative school-based service delivery model where services are provided at three levels of intensity based on children's needs (class, group-, individual interventions). Interventions in P4C are provided universally to support all children with learning, not only children with special education needs (SEN), and as such are expected to be health-promoting.Aim: The aim of the study is to evaluate the effectiveness and cost-effectiveness of P4C as well as school staff members' and children's experiences after P4C.Methods: In a parallel, non-randomised controlled intervention design, 400 children, aged 6-12 years, and their teachers, will be recruited to either intervention classes, working according to the P4C, or to control classes (allocation ratio 1:1). Data will be collected at baseline, post-intervention (4 months), and 11 months follow-up post baseline. The primary outcome is children's engagement with learning in school. Secondary outcomes include for example children's health-related quality of life and wellbeing, occupational performance in school, attendance, and special educational needs. The difference-in-differences method using regression modelling will be applied to evaluate any potential changes following P4C. Focus group interviews focusing on children, and professionals' experiences will be performed after P4C. A health economic evaluation of P4C will be performed, both in the short term (post intervention) and the long term (11-month follow-up). This study will provide knowledge about the effectiveness of P4C on children's engagement with learning, mental health, and wellbeing, when creating inclusive learning environments using a combination of class-, group- and individual-level interventions.
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