| 1. |
- Petersson-Bloom, Linda, et al.
(författare)
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The Use of Professional Development to Enhance Education of Students with Autism : A Systematic Review
- 2023
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 13:9, s. 1-13
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Forskningsöversikt (refereegranskat)abstract
- The study objective in this article was to present the state-of-the-art on teachers’ professional development to enhance educational quality for students with autism spectrum disorders (ASD) in primary and secondary education. A systematic review was conducted, following the PRISMA guidelines. Quantitative, qualitative, and mixed-methods studies were eligible for inclusion. Fifteen studies were identified and summarized. To identify the eligibility criteria, we applied the SPIDER framework. Quality appraisal was applied using the MMAT. A thematic summary and narrative synthesis of the included studies was conducted to establish a comprehensive understanding of what makes a difference in preparation for teachers of autistic students. Two key factors were found regarding the design of professional development for teachers to enhance their skills to teach autistic students. Firstly, teachers’ developed autism-specific knowledge, and secondly, the need for practice-based training with a focus on the challenges teachers meet at their own schools. Multiple ways of addressing teachers’ need for professional development regarding autistic students may further contribute to inclusive values and actions.
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| 2. |
- Brunosson, Albina, 1986-, et al.
(författare)
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To use a recipe - not a piece of cake. Students with mild intellectual disabilities' use of recipes in home economics.
- 2014
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Ingår i: International Journal of Consumer Studies. - : Wiley. - 1470-6423 .- 1470-6431. ; 38, s. 412-418
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Tidskriftsartikel (refereegranskat)abstract
- Recipes are not only part of today's cooking culture, they are also part of the Swedish syllabus of home economics. The aim of this study was to investigate what kinds of difficulties students with mild intellectual disabilities have using recipes during cooking lessons in home economics. We conducted an ethnographically inspired approach, with a total of 44h of accompanying observations. Three compulsory schools for students with intellectual disabilities were enrolled in the study, and 37 students and three teachers were included. The socio-cultural theory of learning has been used as a theoretical framework. The findings reveal both that recipes are central artefacts during the cooking lessons and that the students have various difficulties using the recipes. The difficulties vary, and they concern both how the recipes are designed and the purport of the recipes. Difficulties in relation to the design included, for example, the separation of ingredients and instructions in the text and the large amount of information given in both the whole and the parts of the recipes. The difficulties in relation to the purport – that is, the meaning or sense of the recipe – were the ingredients, the kitchen utensils and the knowledge of how to perform a specific task. These difficulties can be considered special in relation to the use of the recipes. We suggest the concept of ‘recipe literacy’ to capture the complex knowledge of using recipes.
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| 3. |
- Edmark, Karin Margret, et al.
(författare)
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The impact of attending an independent upper secondary school : Evidence from Sweden using school ranking data
- 2021
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Ingår i: Economics of Education Review. - : Elsevier BV. - 0272-7757 .- 1873-7382. ; 84
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Tidskriftsartikel (refereegranskat)abstract
- Since the 1990s, the Swedish education market has gone through a dramatic transformation due to the introduction of voucher-funded independent schools. We make use of data on school applications to condition on student preferences for independent versus public education, and estimate a positive relationship between independent upper secondary school attendance and grades, graduation rates, and post-secondary education. We however also find strong indications of more lenient grading standards in independent schools, especially in schools organized as for-profit entities and in schools with a low share of qualified teachers. Our results suggest that, although independent school attendance seems to benefit the individual students in terms of higher grades and increased transition to post-secondary studies, grade inflation in the Swedish upper secondary independent schools may be a serious problem.
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| 4. |
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| 5. |
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| 6. |
- Plantin Ewe, Linda, et al.
(författare)
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Teachers’ relational competence : perceptions of teachers and students with and without ADHD and ASD
- 2023
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Ingår i: Emotional and Behavioural Difficulties. - : Taylor and Francis Ltd.. - 1363-2752 .- 1741-2692. ; 28:2-3, s. 198-215
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Tidskriftsartikel (refereegranskat)abstract
- This study examined whether teachers’ professional development of their relational competence with students with attention deficit hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD) modifies teachers’ and students’ perceptions of their teacher-student relationships (TSR). Participants comprised teachers (n = 33) and students (n = 232) from two elementary schools: one intervention school (InS) and one control school (CoS). InS teachers reported significant TSR improvements, regardless of student group or gender (p =.03). Among InS students, significant results were driven by female neurodiverse (ND) students and neurotypical (NT) male students (p =.03). Nevertheless, positive effects were solely observed among ND female students, while NT male students, conversely, reported decreased TSR during follow-up tests. No significant effects were found at the CoS irrespective of teacher or student ratings. The findings suggest that enhancing teachers’ understanding of relational competence concerning ND students will not only improve their own perceptions of their TSR but also those of ND female students. Nonetheless, directing teachers’ focus towards one student group (ND students) risks diminishing teachers’ attention towards other student groups, potentially explaining the poorer follow-up results among NT boys. The finding warrants further investigation, as it indicates a challenge for teachers to establish sufficient relational engagement with all students.
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| 7. |
- Östlund, Daniel, 1974, et al.
(författare)
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In between special needs teachers and students: paraprofessionals work in self-contained classrooms for students with intellectual disabilities in Sweden
- 2021
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Ingår i: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 36:2, s. 168-182
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Tidskriftsartikel (refereegranskat)abstract
- Based on street-level bureaucracy, this study investigates the paraprofessional role and assignments in self-contained classrooms for students with intellectual disabilities in Sweden. The research design contains a mixed method approach using a digital questionnaire for paraprofessionals (N = 60) and semi-structured interviews with four special teachers and five paraprofessionals. The results demonstrate that paraprofessionals cooperate with special needs teachers and have a supportive role working with students throughout the day. A lack of support for paraprofessionals’ professional development and few opportunities for them to co-plan, co-teach and co-assess with special needs teachers is said to hinder this advancement. The complexity of being both an educator in the classroom and a caregiver taking the responsibility for students’ wellbeing, peer-to-peer relations and care orientated work tasks are discussed.
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| 8. |
- Ekholm, Kalle, et al.
(författare)
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Sympathizing with the Radical Right : Effects of Mainstream Party Recognition and Control of Prejudice
- 2022
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Ingår i: The Journal of Social and Political Psychology. - : Leibniz Institute for Psychology (ZPID). - 2195-3325. ; 10:1, s. 141-157
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Tidskriftsartikel (refereegranskat)abstract
- The electoral success of radical right parties throughout Western Europe is the biggest change to these formerly stable party systems. Several studies have identified that mainstream parties can shape the trajectory of radical right parties. Our aim is to contribute to this literature, and to investigate if and how radical right parties gain from mainstream party recognition. Theoretically, we draw on the literature that has suggested that when aiming to explain the legitimization of radical right parties, we need to consider that many individuals in Western Europe are influenced by an anti-prejudice norm when forming preferences towards such parties. We hypothesize that when mainstream parties signal that it is acceptable to associate with radical right parties’ they challenge the anti-prejudice norm that dissuade voters from such parties. In addition, individuals with lower internal motivation to control prejudice (IMCP) are more susceptible to be affected by mainstream party recognition of radical right parties as those with high IMCP have a stronger internalized anti-prejudice norm. We evaluate the effects of changes in the normative context in a survey experiment (N = 1133) by manipulating mainstream party legitimization of a radical right party, the Sweden Democrats, before the Swedish parliamentary election in 2018. Our results suggest that when mainstream parties challenge the anti-prejudice norm, individuals are more likely to sympathize with radical right parties. Moreover, the effect of mainstream party recognition is moderated by IMCP – individuals with a low motivation to appear non-prejudiced are more influenced by mainstream party legitimization of a radical right party.
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| 9. |
- Lozic, Vanja, 1976-
(författare)
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Normalisering av ungdomar i problem genom styrning av föräldrar : från strukturella orsaksförklaringar till familjecentrerade lösningar
- 2016
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Ingår i: Sociologisk forskning. - Falun : Swedish Sociological Association. - 0038-0342 .- 2002-066X. ; 53:2, s. 151-174
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Tidskriftsartikel (refereegranskat)abstract
- Normalizing problematized youth by governing their parents: From structural explanations to family-centred solutions The current article explores the ways that organizational representatives outline the causes of and propose solutions to the problematic behaviour of youth living in, what is described as, an immigrant neighbourhood in a Swedish city. The empirical material, consisting of interviews with representatives from various organizations (such as the police, schools, social services and NGOs) as well as field observations, has been analyzed using the theory of governmentality. The causes of problematic youth behaviour are related to disadvantaged immigrant urban space, unemployment, unstable home situations and family relations, and parents’ deviant norms, knowledge and culture. In the discourses about causes and solutions, a recurring frame of reference is the issue of immigration in general and parent’s migrant background in particular. In spite of the complexity of the proposed causes, the pronounced solutions are directed towards the fostering of immigrant parents, the establishment of zones of communication and early prevention. Hence, the prevailing solutions are permeated by discourses of activation of parents.
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| 10. |
- Dahlstedt, Magnus, et al.
(författare)
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Problematizing parents : representations of multi-ethnic areas, youth and urban unrest
- 2017
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Ingår i: Reimagineering the nation. - Frankfurt am Main : Peter Lang Publishing Group. - 9783631715185 - 9783631715208 - 3631715188 ; , s. 209-233
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Bokkapitel (refereegranskat)abstract
- The causes of and solutions to juvenile delinquency and social unrest amongthe youth in so-called Swedish multi-ethnic urban areas are frequently represented inpublic-institutional discourse as related to migrant parents. These are, the authors argue,consequently exposed to policies for ‘activation’, ‘responsibilisation’ and ‘normalisation’.
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