| 31. |
- Westling Allodi, Mara, 1959-
(författare)
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Förbjudet område? Utbildning och kompetensutveckling om högbegåvade barns behov i skola och förskola
- 2014
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Ingår i: Socialmedicinsk Tidskrift. - 0037-833X. ; 91:2, s. 139-151
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Tidskriftsartikel (refereegranskat)abstract
- Specialpedagogisk utbildning om särbegåvning i skola och förskola finns sedan några år på Stockolms Universitet och har utvecklats utifrån de behov av mer kunskap om villkoren för ett adekvat bemötande och behoven av stöd och stimulans för barn och ungdomar som visar tecken på en brådmogen utveckling och stor kapacitet inom en eller flera domäner. En internationell översikt av utbildningspolicy, resurser, lärarutbildning och kompetensutveckling som avser denna elevgrupp ger en bild av det mångfacetterade internationella utbildningslandskapet. Även om forskningsfältet i det svenska skolsystemet inte är särskilt starkt, har det vuxit ett intresse för dessa frågor i media och bland studenter och lärare. Studier och uppsatser presenteras som ger inblick i den svenska skolsituationen, och ger indikation om angelägna utvecklingsområden. Utifrån erfarenheterna av specialpedagogisk utbildning och insikter från aktuella studier identifieras angelägna pedagogiska frågor att arbeta med och visioner för framtiden.
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| 32. |
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| 33. |
- Westling Allodi, Mara, 1959-, et al.
(författare)
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"Språket - det tar lite tid att lära sig" : Utvärdering av försöksverksamhet gällande 105 timmar extra undervisning i svenska eller svenska som andraspråk
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Rapporten i detta Working Paper redovisar resultat från en utvärdering som genomfördes 2014-2015 på uppdrag av Skolverket, av försöksverksamheten med extraundervisning i svenska/svenska som andra språk. En bakgrundsbeskrivning presenteras av hur mottagandet av nyanlända har organiserats i det svenska skolsystemet. Studien presenterar beskrivningar och analyser från nio fallstudier baserade på dokumentation, observationer, intervjuer med 55 lärare, rektorer och ansvariga på utbildningsförvaltning, intervjuer med 38 elever och enkätsvar från 87 lärare. Rapporten visar att mottagande av nyanlända och extraundervisningen organiseras på olika sätt i dessa kommuner och att denna organisation är komplicerad och i några fall föränderlig. Innehållet och organisationen av extraundervisningen varierade. Det statliga bidraget ersatte inte alla kostnader för verksamheten i vissa fall. Lärarnas uppfattning överlag var att extraundervisningen hade flera positiva effekter. De intervjuade eleverna uppskattade möjligheten att få mer schemalagd undervisning med meningsfullt innehåll och tyckte att de kunde lära sig snabbare det svenska språket med denna förstärkning. Därför kan det anses vara problematiskt att inte alla nyanlända elever får ta del av denna extra satsning som extraundervisningen innebär.
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| 34. |
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| 35. |
- Westling Allodi, Mara, 1959-
(författare)
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Undervisningsmiljö och socialt klimat
- 2010
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Ingår i: <em>Etik i specialpedagogisk verksamhet</em>. - Lund : Studentlitteratur. - 9789144057255 ; , s. 49-71
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 36. |
- Helldin, Rolf
(författare)
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Specialpedagogisk kunskap som ett socialt problem
- 1998
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Ingår i: Nordiske udkast. - Copenhagen : Dansk psykologisk Forlag. - 1396-3953. ; :1, s. 63-87
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Tidskriftsartikel (refereegranskat)abstract
- The article is built upon a historical study of the establishment of an early form of school ("Hjälpskolan") in the Nordic countries. It is shown that in the public educational discussion in the beginning of this century, stress was laid on involvement and integration of the deviant and poor children into regular education. Notwithstanding, during the first decades of this century the segregated form of school became common. The author relates questions about what "abnormality" is to the overall discussion of "deviance" in contemporary education policy and to the prevailing epistemological debates. Furtermore, determinants of the emerging discourse "specialpedagogik" are specified, e.g. how "deviance" is socially constructed, how its understanding is corraborated in the philosophy of science, and how theories in fields or disciplines like macroeconomics, social policy, education, physiology, and psychology have contributed to the development of "specialpedagogik".
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| 37. |
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| 38. |
- Adams Lyngbäck, Liz, 1966-, et al.
(författare)
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Becoming established : a gendered educational effort for learning Swedish
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Not knowing Swedish or being a native speaker of Swedish is posed as a problem related to and exacerbating disabilities (SPSM om flerspråkighet). In 2017, the political debate in Sweden lifted the problem of how the immigrant stay- at-home- mother phenomenon was hindering newly arrived women from entering the work force due to what is portrayed as their lack of Swedish skills. Language plurality in this respect is posed as a weakness rather than a resource (Hyltenstam & Milani, 2012). These women are still largely seen “as workers rather than human beings with equal rights” (Skutnabb-Kangas & Phillipson, 1996). There is a general assumption that knowing the target language is paramount in becoming established in society which involves paying taxes. Non-governmental integration efforts draw on these types of descriptions when applying for funding.Swedish with Baby is an NGO initiative focusing on organizing group meetings for parents with small children with different ethnic and socio-economic backgrounds. The activities build on the idea of a combined language and baby café which are educational initiatives where language users with small children devote time to conversation practice with native speakers in the target language. The objective is described as promoting parents towards becoming established in society by learning to speak Swedish through language role models.We have conducted a year-long fieldwork project in Swedish with Baby with the aim of exploring aspects about language and belonging in families in migration contexts. In this presentation, we will discuss how the very ideas of what is being aimed for, Swedish language knowledge, undermines inclusion.We examine our findings in terms of how social justice is linked to tacit, unspoken policy objectives about what counts as appropriate language goals for groups seen as marginalized or in need of being de-marginalized through integration efforts. The groups most disadvantaged by language policies are girls and women, ethnic minority groups and social minority groups (Corson, 1993).In our research findings, it became evident that for many of the first-generation immigrants the goal of learning Swedish is secondary or unimportant. A large part of this group expresses that they are attending Swedish with Baby to meet other parents of small children and to exchange ideas on questions and thoughts which have come about through their new role as parents. This is regardless of how much or how little Swedish they previously knew. In fact, most of the parents in this group were communicatively competent in Swedish.Situations where not knowing Swedish was described as disabling was in their everyday living, not in looking for employment. The experience of being limited by language had to do with their children, from choosing preschools, schools, contacts with health care and especially if their child was not able to communicate with other children. Our results indicate that the idea of language as a skill for getting a job is missing the mark on what language learners need to actually be successful: a sense of community through social engagement.
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| 39. |
- Adams Lyngbäck, Liz, 1966-
(författare)
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Dis/ability literacy through parenting
- 2017
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Ingår i: Abstract book.
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Konferensbidrag (refereegranskat)abstract
- This presentation introduces qualities of a social literacy in deaf and disability contexts through parenting a child who is deaf or hard of hearing. Following a social justice education framework on privilege studies, social literacies and allyship (Adams & Bell, L.A. & Griffin, P., 2007; DiAngelo, 2012; Evans & Wall, 1991; Evans, Assadi, & Herriott, 2005; Kimmel & Ferber, 2014; Ong-Dean, 2009; Sensoy & DiAngelo, 2012), this collection of qualities held by parents has been compiled from examining empirical material based on the first-person perspective of 19 parents against the background of their related networks of social encounters of everyday life. This analysis departs from examples found of a development process in parenting based on lived, in-depth experiences of disability and uncertainty which enable individuals to exhibit ways of understanding and engaging as allies to individuals and groups who are deaf and hard of hearing. Through contact with other parents in sensorial differentness, awareness, actions and commitments to goals of more inclusive and equal conditions for the child and others like the child are enacted. Dis/ability literacy is characterized by being able to identify with others who have similar experiences in other types of differentness leading to insight about disability in their relationships. Developing these social literacy qualities is a way parents exhibited perspective-changing through ‘unlearning’ and can be summarized as being interested, concerned, obligated, aware of needs, and willing to accommodate. Important issues to be discussed are the social literacy potentials of uncertainty and the betterment of social relations between individuals and groups in sensorial differentness, building on a care ethic.
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| 40. |
- Adams Lyngbäck, Liz, et al.
(författare)
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Is development even desirable from a disability perspective? Two proposals for replacing ableist assumptions and forming development practices on what works for people with disabilities
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Eliminating the social exclusion of individuals with disabilities and disregard for their human rights continues to be the primary objective of Disability Studies. Disability remains marginalized at all levels in development work from policy to relief efforts (Grech & Soldatic, 2016). Only 5% of overseas development assistance funds are allocated to disability projects and programs and efforts consistently bypass people with disabilities (Ridell, 2010; Grech, 2015). Eliminating ableism in development we are argue must be counteracted in a two-fold approach through theorizing centered on education processes.The first is to confront the arguments for dismissing disability as “someone else’s concern” (Grech & Soldatic, 2016) which furthers its invisibility. We propose that programs to increase the disability literacy of policy makers and development workers must be implemented in all development projects just as gender education has been. This major step would serve to increase awareness of what perpetuates disability inequality in development efforts. The second area addresses the lack of disability informed development work. By designing a research project using qualitative social science research methods, the lived reality of people with disabilities will be foregrounded with particular focus on their educational needs on their own terms.These two areas draw on critical works in disability studies in education and intergenerational and comparative perspectives on quality inclusive education in a social justice in education framework (Adams Lyngbäck, 2016, Gani Dutt, 2017). This presentation will outline the pending fieldwork on the educational provisions for children with disabilities in locations throughout India in order to contextually inform joint development programs. This will be carried out through newly established cooperation efforts between Stockholm University and higher education and research institutions in India, (The Institute for Adult Education and Lifelong Learning, New Delhi) and in Nepal, (Kathmandu University). The ground work will be laid for addressing how disability inclusive development needs not only to be rethought but reenacted by making disability equality one of the central concerns in sustainable development implementation.
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