| 261. |
- Mounzer, Wissam, 1982-, et al.
(författare)
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Parents' Satisfaction with Services provided to their children with Autism in Syria
- 2009
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Ingår i: Arabian Academy for Special Education journal. - .. ; 9:2, s. 89-107
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Tidskriftsartikel (refereegranskat)abstract
- AbstractThe purpose of this study was to specify the level of parent satisfaction with services offered to their children with autism in Syria. Additionally, the study attempted to (a) study the effects of the following variables: (parent gender, child's enrollment at the center, family monthly income, parent educational level, age of child) on Parents' satisfaction with services offered to their children. And (b) evaluate parents personal experiences in regard to services offered to their children with Autism in SyriaTo achieve these purposes, the researcher used a questionnaire consisting of two dimensions that was developed specifically for this study. After establishing its reliability and validity, the questionnaire was distributed to (104) parents of autistic children. Semi-structured interviews to achieve the forth purpose were conducted with (20) parents from Lattakia and Damascus. The results of the study indicated the following:- Parents were generally satisfied with services offered to their autistic children in Syria.- There were no effects for the variables, (parent gender, and child’s enrollment at the center, family monthly income, and parent educational level) on satisfaction level among parents and their caregivers.- There was statistically significant difference at α ≤ 0, 05 in the parent’s satisfaction level due to child age. Parents of children over 10 years old reported more satisfaction levels than parents of the children between 5- 10 years old. But parents of children less than 5 year old, did not difference significantly from other groups.- The results of the interviews indicated that generally, the parents had also not enough knowledge with autistic characteristics and the services offered to those children. In addition, lack of Arabic information resources about autism spectrum disorder.
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| 262. |
- Mounzer, Wissam, 1982-, et al.
(författare)
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Special Education in Syria : Challenges and Recommendations, a Descriptive Study
- 2024
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Ingår i: International journal of disability, development and education. - : Informa UK Limited. - 1034-912X .- 1465-346X. ; 71:3, s. 317-331
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Tidskriftsartikel (refereegranskat)abstract
- Over the past three decades, various efforts have been made to develop special education policies and services in Syria. However, to guarantee the improvement of special education services and to develop sustainable national enhancements during both the emergency and reconstruction phases of the Syrian Civil War, it is necessary to continue to address the intersectional ways by which people with disabilities have been disproportionately impacted. This paper provides an update on disability and special education in Syria, including a brief account of the historical development of, impact of the civil war on, and major current challenges for the field of special education. These challenges include, but are not limited to, inadequate financial resources, a scarcity of integration programs, negative social attitudes because of a lack of knowledge, limited accessibility to services, and barriers to appropriate disability programmes. Recommendations for action are also offered. Further, we provide suggestions to improve special-education services for people with disabilities in Syria, as well as to develop sustainable national improvements for them.
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| 263. |
- Mounzer, Wissam, 1982-
(författare)
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لستَ وحدك: دليلي في التواصل مع طفلي : [You Are Not Alone!]
- 2021
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Bok (refereegranskat)abstract
- FörordJag har gjort mitt bästa för att göra informationen och innehållet i denna bok tydligt, lättfattligt samt försökt att inkludera de vetenskapliga och pålitliga metoder som används för att utveckla barns kommunikations- och interaktionsförmågor. Jag önskar dig trevlig läsning. Vi behöver alla hjälp med att lära oss nya metoder i våra livsfaser. Kanske behovet blir ännu större när det handlar om nya upplevelser, t.ex. av att lära oss ett nytt språk, att leva i ett nytt samhälle, eller att få ett barn i behov av särskilt stöd. Detta behov av hjälp kan variera mellan oss och kan vara mer angeläget när det finns en svaghet i vissa förmågor, eller när man inte vet hur man ska göra och känner att man inte räcker till.Boken "Du är inte ensam! Min egen guide för att kommunicera med mitt barn" är en lathund till föräldrar som är på jakt efter strategier och metoder för att hjälpa sina barn som visar svårigheter i sin kommunikationsförmåga, oavsett om barnet har fått diagnos autismspektrumtillstånd, kommunikationssvårigheter eller inte. Boken beskriver en mängd förenklade och konstruktiva övningar som kommer hjälpa dig som föräldrar att utveckla ditt barns kommunikativa och interaktiva färdigheter, från icke-kommunikation och självcentrering till stadiet där barnet kommunicerar med andra. Du som förälder kommer kunna använda innehållet i boken för att skapa en speciell handbok som är anpassad till just ditt barns nuvarande situation och nivå.Denna bok är främst baserad på egna erfarenheter från mitt eget program för Future Center for Autism, Syrien. Utöver dessa förekommer även resonemang som är byggda på andra lokala och internationella program som har visat på effektiva resultat när man arbetar med barn med kommunikationssvårigheter, autism och språkstörningar. Några exempel på dessa program är: The Son-Rise Autism Program, Amerika; Hanens Center Kommunikationsprogram i Kanada; Tidig intervention baserad på tillämpade metoder för beteendeanalys, Amerika. Det första kapitlet i denna bok ger några förslag på hur du lär känna ditt barns personlighet, vad barnet tycker och inte tycker om, samt hur man kartlägger barnets sensoriska prestanda/färdigheter. Utöver det ger kapitlet också några förslag på olika sätt som kan bidra till att förstå kommunikationsmetoden som barnet använder. Detta kommer att hjälpa dig att avgöra i vilken kommunikationsfas ditt barn befinner sig just nu och det kommer att vara en nödvändig grund för att bygga ett interventionsprogram med barnet.I kapitel två kommer du att finna ett verktyg för att sätta realistiska mål, baserade på barnets styrkor och svagheter, och helt anpassat till barnets nuvarande nivå. Detta kapitel ger också förslag på hur man kan börja hjälpa barnet att utveckla sin kommunikationsförmåga genom att erbjuda en fallstudie och följa upp detta fall genom alla kommunikationsstadier.Vikten av motivationen i inlärningprocessen belyses i det tredje kapitlet och hur du som förälder kan skapa incitament att kommunicera med ditt barn för att lära sig nya färdigheter. Vidare beskriver kapitlet, hur barnet kan bli en ledare för sina egna aktiviteter, med andra ord att låta barnet bestämma hur det ska gå till och ni som föräldrar enbart följer barnets bestämmelse genom att inta olika roller. Dessa roller kan vara observatörens roll, intresserad roll, deltagarens roll, och partners roll. Fallet som beskrivs i detta kapitel kommer från en realistisk situation för en flicka som heter Hala.I det fjärde kapitlet beskrivs hur du som förälder kan hjälpa ditt barn att utveckla sin imitationsförmåga genom rollspel med möjlighet att välja och genom att erbjuda några praktiska exempel. Detta kapitel fokuserar på hur du kan använda dig av de olika typerna av direkta och indirekta instruktioner såsom somatiska, fysiska och verbala modeller, visuella hjälpmedel, tips, frågor, instruktioner, anvisningar, och kommentarer.Förmågan till social interaktion hos barn som har autismspektrumtillstånd belyses i kapitel fem. Här handlar det om hur du som föräldrar kan använda dig av interaktiva spel i förhållande till barns kommunikationsstadier (självcentrerade stadiet, begärsstadiet, primärkommunikation, och stadiet att kommunicera med andra). Dessutom ges praktiska exempel på utvalda interaktiva lekar som kull, kittling mm med fokus på att hjälpa barnet att interagera med andra. I kapitel sex presenteras några teoretiska frågor relaterade till språk samt vilka språkkännetecken de flesta barn som har autism uppvisar. Dessutom ges ett brett utbud av exempel och förslag som kan hjälpa till att utveckla barnets språkutveckling.I det sista sjunde kapitlet beskrivs de olika faserna som en familj oftast går igenom när någon av familjemedlemmarna har en funktionsnedsättning. Dessutom presenteras i detta kapital några förslag som kan hjälpa dessa familjer att hantera stress. Exemplen som ges i den här boken har prövats och använts av en grupp föräldrar. De har gett individuella återkopplingar hur bokens tekniker och metoder har fungerat för dem i praktiken. Dessa föräldrar har också gett synpunkter på språket för att göra bokens språkbruk så lättförståeligt som möjligt. Dessutom har en grupp specialister faktagranskat innehållet i denna bok. Utöver det har Lina Mahmoud Khaiti, mor till barnet Hala som nämndes i tredje kapitalet, skrivit ett brev om "en ljus sida av autism" som ett tillägg till denna bok.Jag tackar varmt Halas familj för samtycke att använda mig av deras barns realistiska exempel i denna bok samt övriga föräldrar och specialister som bidragit med att granska innehållet i boken.
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| 264. |
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| 265. |
- Nel, Norma, et al.
(författare)
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A comparative perspective on teacher attitude constructs that impact on Inclusive Education in South Africa and Sweden
- 2011
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Ingår i: South African Journal of Education. - : Education Association of South Africa. - 0256-0100 .- 2076-3433. ; 31:1, s. 74-90
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Tidskriftsartikel (refereegranskat)abstract
- This article is based on joint research, between academics from South Africa and Sweden, comparing the influence of South African and Swedish teachers’ attitudes towards the practical application of inclusive education (IE) in the classroom. The aim of the study was to identify and investigate problem areas pertaining to teachers’ attitudes to IE. Attitudes often relate to interaction with others. This study departs from Festiger’s theory of cognitive dissonance, which deals with the influence of people’s attitudes and attitude change. In this research teachers from South Africa and Sweden completed the same questionnaire on perceptions pertaining to IE in their school system. A number of attitude-constructs were derivedfrom the data via exploratory factor analysis methodology. Attitude-constructs included policy issues and specialised support; practical implementation of IE; teacher support structures; teachers’ receptiveness of IE implementation; feasibility of proposed IE practices; and role of special schools in an IE environment. Negative responses to some of the attitude constructs identified problem areas in Swedish and South African inclusive systems. The comparative nature of the work enabled the researchers to suggest remedial action within each country’s socio-economic setting, and in this way affect change in teacher attitudes.
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| 266. |
- Nilvius, Camilla, 1974-, et al.
(författare)
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Examination of a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in primary schools in Sweden
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis Group. - 0031-3831 .- 1470-1170.
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Tidskriftsartikel (refereegranskat)abstract
- Some Swedish schools do not identify and support students with reading difficulties efficiently enough during the first years at school. A longitudinal design was used to examine a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in a Swedish school context. The results demonstrated that the RtI-model could be successfully applied. The proportion of students in need of support (i.e., below the 25th percentile) was significantly reduced after two years. Compared to students in the reference group (n = 759), significantly fewer students in the RtI group (n = 113) scored below the 25th percentile in word and non-word decoding and reading comprehension in a short text at the end of Grade 2. The discussion highlights the RtI-model’s original ideas.
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| 267. |
- Olofsson, Helén, 1965-
(författare)
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Skriftbruk i fordonsverkstaden : En studie av läs- och skrivstrategier i mötet med arbetslivets texter
- 2011
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study was to describe the reading and writing activities that takes place in vehicle repair workshops and to elucidate how people experiencing low reading-and-writing ability describe their encounters with text in working life. Reading and writing are considered in the study from an educational-philosophical and special educational perspective. This study of literacy was inspired by ethnographic methods. The empirical material consists of field notes from ten participatory observations in vehicle repair workshops, photographs from the workshops and three interviews. To see patterns in how literacy was used, literacy events were taken as the unit of analysis. The literacy environment, community of practice, reading path and technical surroundings are analytical concepts in the thematic presentation of results. Central literacy practices were characterized primarily by reading, often via computer, for information needed for solving problems. The type of reading was often non-linear, given the multimodal texts and choices in computer environments. In addition, semiotic systems and several languages were interpreted. It is important to understand how information is organised and how to handle the technology. Technology provides support structures e.g. pictorial support and translation programmes. Writing out words, button-pushing and keyboard entry to register and search for information through the use of measurement instruments and in computer-generated text environments, were central. Literacy events were embedded in the work tasks and in ongoing learning, and many literacy practices included items of both reading and writing. Social skills, plus recognizing one’s problems and asking for help, were useful strategies for handling the demands of reading and writing in working life, as were allowing time and creating concentration for the task. Interpreting pictorial matter, using technology, copying text and noting down things to remember were further strategies. Implications of the study are that effective strategies for managing the demands of reading and writing that are required in the working place should begin in school. Significant is the teachers’ approach to handling the students’ frustration when studies are not working out as expected. Caring teachers, positive energy and not giving up make a difference. General education teachers need special educational resources in the upper-secondary school in order to counteract school failure and to enhance students’ learning.
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| 268. |
- Olsson, Ingrid, 1969-, et al.
(författare)
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"No no, you cannot say that!" Perceptions and experiences of parents of preschool children with intellectual disabilities in Sweden
- 2012
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Ingår i: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 27:1, s. 69-80
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Tidskriftsartikel (refereegranskat)abstract
- Using semi-structured interviews this study investigated the personal experiences of parents of pre-school children with intellectual disabilities within the Swedish social support system. Thirteen parents of 10 children participated. Interview transcripts were qualitatively analysed using interpretative phenomenological analysis. Three themes emerged: orchestrating formal support; early intervention; and informal support. Parents described orchestrating different organisations within the formal support system and thinking through how they articulated their needs in order to obtain desired supports. Syndrome specific parental groups provided information which parents used to obtain support from the municipality and/or habilitation. The importance of adapting early intervention to both child and family needs is highlighted. The implications of these findings from a family-centred perspective are discussed.
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| 269. |
- Olsson, Ingrid, 1969-, et al.
(författare)
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Stöd och belastning – föräldrars erfarenheter av personlig assistans till barn med autism och utvecklingsstörning
- 2012
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Ingår i: Barn. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 0800-1669 .- 2535-5449. ; 30:4, s. 25-40
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Tidskriftsartikel (refereegranskat)abstract
- Denna artikel beskriver en kvalitativ intervjustudie av föräldrars erfarenheter av stödinsatsen personlig assistans till barn. Deltagare är åtta föräldrar till sex barn med autism och/eller utvecklingsstörning i Sverige. Intervjuerna analyserades med tolkande fenomenologisk analys. Resultatet visar att föräldrar ser personlig assistans som viktig men också som förknippad med problem. Organisationen av personlig assistans är inte anpassad för den enskilda familjens förutsättningar, personliga assistenter uppfattas som okunniga och barnen har lite inflytande. Med hjälp av Bronfenbrenners (1979) ekologiska modell visas hur personlig assistans kan anpassas bättre till familjer. Studien tyder också på att det behövs ett större kunskapsutbyte mellan yrkesverksamma och familjer samt en ökad förståelse för förälderns ofta komplexa roll som assistent, expert, målsättare och genomdrivare.
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| 270. |
- Olsson, Maria, 1961-
(författare)
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Lärares ledarskap som möjliggörande och begränsande i mötet med ’alla’ barn : En deltagarorienterad studie
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to, based on teachers’ experiences, describe and analyse meanings of teachers’ leadership in general, and in relation to children in need of special support in particular. The study was carried out within the tradition of participatory-oriented research, a research circle. The dialogues in the circle were based on the participants’ questions, experiences, interests, and knowledge. The circle included a researcher and nine teachers from the following types of schools: preschool, preschool class, compulsory school, and compulsory school for pupils with learning disabilities.The study is based on an understanding of leadership as a relational practice. Leadership is practised in the interaction between teacher and child. Both parties exert influence over the practice of leadership. A central assumption in the study is that knowledge can develop through and in interactions between people, that knowledge and power are connected, and that knowledge and actions are intertwined. Another central assumption is that learning is a complex phenomenon.In the analysis of the research circle’s dialogues, the following meanings of teachers’ leadership emerge: to facilitate learning and discipline, and to promote different interests. The practice of leadership involves teachers handling complex situations in their interactions with ‘all’ children, i.e. children in need of special support and children without such needs. Leadership is practised between teachers and children, and the teachers have to consider the group of children as a collective in relation to the individual children. At the same time, the teachers have to consider their intentions versus what happens during the interactions. In addition, the teachers have to pay heed to the fact that their own actions and the children’s actions influence one another. Finally, the teachers have to consider the individual child’s ‘best interest’ in relation to the requirements of the policy documents. Furthermore, the results indicate that the practice of leadership is perceived as both unpredictable and, to some extent, predictable at the same time, which adds to the complexity of leadership. The teachers cannot know for sure what the children understand or if the children’s actions facilitate learning. However, the teachers can make certain assumptions about how to practice leadership in order to facilitate learning and discipline in children with different needs. The meanings of leadership were expressed in different ways in the circle’s dialogues; both as enabling and limiting in interactions with children in need of special support. One of the study’s conclusions is that leadership seems to be particularly complex in interactions with children in need of special support.The research circle’s dialogues served to promote a democratic knowledge process. The dialogues were characterised by respect for the participants’ different opinions; however, this does not mean that they were free from power structures.
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