| 21. |
- Allodi, Mara, 1959-
(författare)
-
Specialpedagogiska insatser internationellt och i det svenska utbildningssystemet
- 2017
-
Ingår i: Dyslexi. - 1401-2480. ; 1, s. 6-10
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Tillsammans med studenter i mastersprogrammet genomfördes en analys av specialpedagogiskt stöd i några utbildningssystem som var möjliga att jämföra med det svenska systemet och som verkade framgångsrika eller åtminstone intressanta. Från en jämförelse av dessa olika modeller identifieras några komponenter som jag föreslår att vi skulle inspireras av för att kunna genomföra mer effektiva specialpedagogiska insatser i det svenska skolsystemet. En undersökning av vad som görs i andra sammanhang kan göra det tydligare för oss vad det är som saknas i specialpedagogisk praxis och ge indikationer om vilka uppfattningar som ligger bakom dessa val.
|
|
| 22. |
- Brodin, Jane, 1942-
(författare)
-
Att stimulera barns lärande med stöd av IKT
- 2010
-
Ingår i: Specialpedagogisk tidskrift - att undervisa. - Nyköping : Svenska Förbundet för Specialpedagogik. - 2000-429X. ; :1, s. 21-23
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Barn med funktionsnedsättningar har ofta lyfts fram som vinnare när man talat om användning av IKT i skolan. Förväntningarna på vad IKT skulle medföra för elever i behov av särskilt stöd har varti stora både bland föräldrar och lärare. När den nya tekniken inroducerades antogs den kunna lösa många problem för barn med svårigheter av olika slag och därigenom bidra till att de bättre skulle kunna tillgodogöra sig undervisningen i skolan. Idag vet vi att det krävs mer än bara teknik.
|
|
| 23. |
- Gabriella, Höstfält, 1957-, et al.
(författare)
-
Stödinsatser i skolan med lärmiljön som utgångspunkt
- 2019
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Föreliggande presentation argumenterar för att stödinsatser i skolan i sin utformning genomsyras av en mångfald av syften, där de mest frekventa är måluppfyllelse i relation till läroplanens kunskapskrav, juridisk eftergivenhet, för resultats- eller kvalitetsredovisning, för att äska resurser, eller för att tjäna administrativa syften. En nutidshistorisk tillbakablick indikerar att individualiserade stödinsatser ursprungligen förväntades minska kategoriska placeringar till förmån för mindre restriktiva lärmiljöer. Den styrningsmodell för utbildning som därefter har införts bygger på ekonomiska marknadsprinciper med tydligt formulerade mål, medvetna strategier, styrning och ledning samt tydlig uppföljning och utvärdering för att uppnå målen. De offentliga policydokument som utformas i linje med styrningsmodellen ger exempel på en statlig myndighets sätt att tala till lärare och elever samt föräldrar i den svenska skolan. Ett didaktiskt läroplansteoretiskt perspektiv bidrar med teoretiskt och metodologiskt stöd för att granska aktuella marknadsprinciper, offentliga policytexter samt exemplifiera möjligheten att utgå från lärmiljön i utformningen av stödinsatser. Efter granskning av offentliga policydokument, presenteras förslag för att utveckla en läroplansstödd utformning av undervisning och utvärdering genom att i förhållande till policytexterna upprätta alternativa mål och alternativ bedömning samt ersätta resultat med didaktiska undervisningsmetoder.
|
|
| 24. |
- Helldin, Rolf, 1944-, et al.
(författare)
-
Specialpedagogiska nybyggare : En historisk antologi om organisation, funktionshinder och särskilt stöd under 1900-talet
- 2011
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Antologin innehåller texter om Karin Danell och Charlottendals skolhem, den första specialskola för elever med grav språkstörning (av Agneta Ahlin-Emilsson); om Alfhild Tamm, en pionjär inom läs- och skrivforskning (av Toura Hägnesten); om systrarna Runströms och Björsgårdens skol- och feriehem i Leksand (av Torsten Lundberg); om specialpedagogiska synsätt i läroplaner (av Gunilla Sandberg); om en skoldaghem i Mälardalen (av Elisabet Ekegren Johansson); om livet på en institution för personer med utvecklingsstörning (av Ingela Lindkvist Larsson)
|
|
| 25. |
- Herkner, Birgitta, 1951-, et al.
(författare)
-
Early identification or broken promises? : a comparison of literacy assessment performance in 112 Swedish third graders
- 2014
-
Ingår i: European Journal of Special Needs Education. - : Taylor & Francis Group. - 0885-6257 .- 1469-591X. ; 29:2, s. 237-246
-
Tidskriftsartikel (refereegranskat)abstract
- The national standardised literacy assessment (NSLA) for Swedish Language was introduced in 2009 as a grade-three compulsory assessment and includes the assessment of reading ability. It was introduced as a measure of relatively early identification of reading difficulties among nine-years old students. The primary objective of this study was to examine whether the NSLA is able to identify students with word decoding problems from a sample of third graders (N = 112; n = 57 girls; n = 55 boys) attending six schools in a Swedish municipality. Eleven students (10%) performed below the cut-off value for word decoding ability in students of this age group. Only three of these students were identified as not achieving the goals posed by the NSLA. In contrast, eight students with low word decoding ability managed to meet the NSLA requirements. Gender differences were observed, since all of the students who passed the NSLA, notwithstanding having low performance in WD, were boys. Although the NSLA was specifically introduced at this level to identify weakness in reading at an early stage, the results of this study indicate that approximately three quarters of students with poor word decoding ability may remain unidentified by the NSLA. These findings call into question the validity of the NSLA in recognising pupils in need of additional support in reading.
|
|
| 26. |
- Mounzer, Wissam, 1982-
(författare)
-
A Follow-up Study of Early Intensive Behavioral Intervention Program for Children with Autism in Syria.
- 2023
-
Konferensbidrag (refereegranskat)abstract
- Background: Intensive behavioral intervention (EIBI) is a treatment provided to young children with autism spectrum disorders (ASD). This treatment dramatically improves these children's communication, play, and social skills. However, the degree to which these outcomes are sustained over time is unknown. ABA-based services are still in their infancy in the Middle East, and limited research has been conducted regarding these interventions (e.g., Al-Hemoud et al. 2006; Eapen et al. 2007; Hussein and Taha 2013; Kelly et al. 2016; Sartawi 1999).Objectives: In this study, we aimed to assess the sustained effects of EIBI delivered by Future Center-EIBI in Syria 3 years after the intervention was terminated. In particular, we evaluated the following questions: (a) after the 3-year FC-EIBI program, were there changes in participants’ scores for the autism behavior checklist (ABC; Volkmar et al. 1988), childhood autism rating scale (CARS; Al-Shammari & Al-Sartawi 2002), and adaptive behavior scale-Arabic (ABS-Arabic; Al-Kilani & Al-Batesh 1981)? (b) Are there differences in place of residence regarding these program outcomes? (c) Is there a statistically significant relationship between service dosage and participants’ follow-up scores for the ABS-Arabic and those for the ABC and CARS?Method: We followed up the initial study (Mounzer & Stenhoff, 2022) and evaluated the effects of the FC-EIBI program on the 66 participants using a longitudinal quasi-experimental design. Children were assessed using the childhood autism rating scale (CARS), autism behavior checklist, and adaptive behavior scale (ABS-Arabic) 3 years after leaving the program. Repeated measures ANOVAs were conducted (Lam & Aman, 2007) with time point as a within-subjects factor. We also employed the Pearson correlation coefficient to assess the relationship between two variables (weekly trials & the place of residence). social validity and fidelity assessment data were calculated.Results: Continued positive effects were observed in several areas, including adaptive behavior and autism symptoms. However, participants’ social skills might decline on the ABS-Arabic after service withdrawal. Additionally, a significant negative association was found between participants’ performance on the CARS and the number of weekly trials. Our findings indicate that the place of residence in conflict zones may be considered a driving factor in children’s improvements over time.Conclusions: Our finding is encouraging, given the lack of EIBI services and regional instability. Future research should increase the sample size and use a more rigorous design. The community conditions of our participants are considered undesirable, yet their skills are maintained overall. Behavior analysts should be cautious when considering ideal conditions for services. Given the longitudinal outcomes of our study, it seems that there might be a greater need to consider how extenuating those conditions might be and still provide effective services to children with ASD.
|
|
| 27. |
- Mounzer, Wissam, 1982-
(författare)
-
Using Modeling and Prompting to Teach Imitation Skills to Syrian Children With Autism Spectrum Disorder
- 2021
-
Konferensbidrag (refereegranskat)abstract
- In this presentation we will describe the effects of prompting and modeling on imitation skills and eye contact of three Arabic-speaking children with autism spectrum disorder. A multiple baseline design with a withdrawal component was used to evaluate the effects in a clinical setting and in follow up sessions conducted in the participants’ homes. All participants’ imitative responding increased when modeling and prompting was used. Additionally, participants’ percentages of the targeted imitation skills maintained at a high correct percentage at the two- and five-week follow-up. Finally, participants’ percentage of eye contact increased during the modeling and prompting conditions and maintained at follow-up will be discussed.
|
|
| 28. |
- Mounzer, Wissam, 1982-, et al.
(författare)
-
Using Prompting and Modeling to Teach Imitation Skills and Eye Contact to Syrian Children with Autism Spectrum Disorder
- 2024
-
Ingår i: Developmental Neurorehabilitation. - 1751-8423 .- 1751-8431. ; 27:3-4, s. 83-92
-
Tidskriftsartikel (refereegranskat)abstract
- Lack of eye contact and imitation deficits are frequently targeted in behavioral interventions for children with autism spectrum disorder (ASD). In this study, we examined the effects of prompting and modeling on the imitation skills and eye contact of three Arabic-speaking young children with ASD in Syria. A multiple baseline design with a withdrawal component was used to evaluate the effects of the intervention in a clinical setting, at a center for children with special needs, and in follow-up sessions conducted in the participants’ homes. All participants’ imitative responses and eye contact increased when prompting and modeling were used. Our findings support the effectiveness of prompting and modeling on imitation skills.
|
|
| 29. |
|
|
| 30. |
- Ramberg, Joacim, 1977-
(författare)
-
The Association between Parental Support and Adolescents’ Psychological Complaints : The Mediating Role of a Good School Climate
- 2021
-
Ingår i: Children. - : MDPI AG. - 2227-9067. ; 8:7
-
Tidskriftsartikel (refereegranskat)abstract
- Parental support is an important factor affecting young people’s mental well-being, but the school climate also plays an important role. However, few studies have previously examined whether the school climate serves as a mediator for adolescents’ mental health problems. This study aimed to investigate the association between parental support and students’ psychological complaints, while also examining the possible mediating role that a good school climate may have. Data derives from 5783 senior-level students (age 15–16) distributed over 152 school units in Stockholm municipality. Regression linear analysis was used for the analysis and Baron and Kenny’s four-step mediation model has been applied. Sobel’s test was conducted in order to test the significance of the mediation effect. The results show that there is a significant negative association between parental support and students’ psychological complaints, and that school climate has a mediating role in this association. It can be concluded that school climate has a partly mediating role in the association between parental support and students’ psychological complaints. Therefore, it seems important to develop the school climate in order to strengthen this source of support to reduce mental health problems among adolescents.
|
|
