| 1. |
- Andersson, Anna Karin, et al.
(författare)
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Meaningful everyday life situations from the perspective of children born preterm : A photo-elicitation interview study with six-year-old children
- 2023
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Ingår i: PLOS ONE. - : PUBLIC LIBRARY SCIENCE. - 1932-6203. ; 18:8
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Tidskriftsartikel (refereegranskat)abstract
- AimThe aim of the study was to explore meaningful everyday life situations as perceived by six-year-old children born preterm. Materials and methodsThe study had a descriptive qualitative design with an inductive approach. Ten, six-year-old children born preterm, not diagnosed with any disabilities, participated. Data was collected by photo-elicitation interviews to stimulate and help the children to describe their meaningful everyday life situations. A qualitative content analysis according to Elo and Kyngas was applied. ResultsThe children's descriptions of meaningful everyday life situations can be understood as being in an active and dynamic process, representing the core category. The analysis resulted in three generic categories, as the children described the significance of having significant circumstances and doing things. The experiences the children gain when they do things create their desire for further development. DiscussionThe results reveal that children born preterm are able to reflect on and give detailed descriptions of situations of importance to them. The study suggests that if six-year-old children born preterm are given the opportunity to share their views they can take an active role e.g. in planning and carrying through of interventions by health care services.
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| 2. |
- Andersson, Anna Karin, et al.
(författare)
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Patterns of everyday functioning in preschool children born preterm and at term
- 2017
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Ingår i: Research in Developmental Disabilities. - : Elsevier BV. - 0891-4222 .- 1873-3379. ; 67, s. 82-93
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Tidskriftsartikel (refereegranskat)abstract
- Background/Aim: Children born preterm are at risk of neonatal complications but the long-term consequences for everyday functioning is not well known. The study aimed to identify patterns of everyday functioning in preschool children born preterm and at term in relation to perinatal data, neonatal risk factors, behaviour, and socioeconomic status. Registry data and data from parent rated questionnaires were collected for 331 children.Method: A person-oriented approach with a cluster analysis was used.Results: A seven cluster solution explained 65.91% of the variance. Most children (n = 232) showed patterns of strong everyday functioning. A minority of the children (n = 99), showed diverse patterns of weak everyday functioning. Perinatal characteristics, neonatal risk factors and socio-economics did not predict cluster group membership. Children born preterm were represented in all clusters.Conclusion, implications: Most preschool children are perceived by their parents with strong everyday functioning despite being born preterm. However small groups of children are, for various reasons, perceived with weak functioning, but preterm birth is not the sole contributor to patterns of weak everyday functioning. More critical for all children's everyday functioning is probably the interaction between individual factors, behavioural factors and contextual factors. To gain a broader understanding of children's everyday functioning. Child Health Services need to systematically consider aspects of body function, activity and in addition participation and environmental aspects.
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| 3. |
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| 4. |
- Björck-Åkesson, Eva, 1952-, et al.
(författare)
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The International Classification of Functioning, Disability and Health and the version for children and youth as a tool in child habilitation/early childhood intervention - feasibility and usefulness as a common language and frame of reference for practice
- 2010
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Ingår i: Disability and Rehabilitation. - London : Taylor & Francis. - 0963-8288 .- 1464-5165. ; 32:S1, s. S125-S138
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Tidskriftsartikel (refereegranskat)abstract
- Early childhood intervention and habilitation services for children with disabilities operate on an interdisciplinary basis. It requires a common language between professionals, and a shared framework for intervention goals and intervention implementation. The International Classification of Functioning, Disability and Health (ICF) and the version for children and youth (ICF-CY) may serve as this common framework and language. This overview of studies implemented by our research group is based on three research questions: Do the ICF-CY conceptual model have a valid content and is it logically coherent when investigated empirically? Is the ICF-CY classification useful for documenting child characteristics in services? What difficulties and benefits are related to using ICF-CY model as a basis for intervention when it is implemented in services? A series of studies, undertaken by the CHILD researchers are analysed. The analysis is based on data sets from published studies or master theses. Results and conclusion show that the ICF-CY has a useful content and is logically coherent on model level. Professionals find it useful for documenting children's body functions and activities. Guidelines for separating activity and participation are needed. ICF-CY is a complex classification, implementing it in services is a long-term project.
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| 5. |
- Danielsson, Henrik, et al.
(författare)
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A Systematic Review of Longitudinal Trajectories of Mental Health Problems in Children with Neurodevelopmental Disabilities
- 2024
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Ingår i: Journal of Developmental and Physical Disabilities. - : Springer. - 1056-263X .- 1573-3580. ; 36, s. 203-242
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Forskningsöversikt (refereegranskat)abstract
- To review the longitudinal trajectories - and the factors influencing their development - of mental health problems in children with neurodevelopmental disabilities. Systematic review methods were employed. Searches of six databases used keywords and MeSH terms related to children with neurodevelopmental disabilities, mental health problems, and longitudinal research. After the removal of duplicates, reviewers independently screened records for inclusion, extracted data (outcomes and influencing factors), and evaluated the risk of bias. Findings were tabulated and synthesized using graphs and a narrative. Searches identified 94,662 unique records, from which 49 publications were included. The median publication year was 2015. Children with attention deficit hyperactivity disorder were the most commonly included population in retrieved studies. In almost 50% of studies, trajectories of mental health problems changed by < 10% between the first and last time point. Despite multiple studies reporting longitudinal trajectories of mental health problems, greater conceptual clarity and consideration of the measures included in research is needed, along with the inclusion of a more diverse range of populations of children with neurodevelopmental disabilities.
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| 6. |
- Göransson, Kerstin, et al.
(författare)
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Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden
- 2017
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Ingår i: Educational review (Birmingham). - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 69:4, s. 490-505
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Tidskriftsartikel (refereegranskat)abstract
- Special needs educators and their counterparts are expected to play a significant role in schools' work towards inclusive practices. Studies do, however, indicate a rather diversified picture regarding the occupational groups assigned to work with special support and their workroles, within and between different countries. In Sweden, one can differentiate between two such occupational groups, special needs educators (SNEs) with qualifications in special educational needs at advanced level and support teachers (SuTs) with varying teacher education and education in special educational needs. The aims of this paper are to investigate the occurrence of SNEs and SuTs within the compulsory school system in ten municipalities in Sweden and the occupational roles of those SNEs and SuTs in relation to the inclusion agenda. A questionnaire was sent out in 2012 to all SNEs and SuTs in ten municipalities (n=511, response rate 61.6%). Main results indicate that: a) there is wide variation between municipalities regarding the extent to which SNEs or SuTs are assigned to work with special support; b) the characteristics of the occupational role of SNEs are more in line with inclusive practices than those of the role of SuTs; c) there is consensus between the two occupational groups regarding what they think should characterize the occupational role of SNEs; and d) SNEs consider, more than do the SuTs themselves, that the role of SuTs should be more in line with that of a ‘traditional special-education teacher’. Results are discussed in relation to Skrtic’s (1991, 1995) theoretical accounts of inclusive education and Abbott’s (1988) notion of jurisdictional control.
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| 7. |
- Göransson, Kerstin, 1955-, et al.
(författare)
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Professionalism, governance and inclusive education – A total population study of Swedish special needs educators
- 2019
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Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 23:9, s. 559-574
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Tidskriftsartikel (refereegranskat)abstract
- Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are presented (N = 3367, response rate 75%). The aim is to explore differences in SNEs’ interpretation of school difficulties and if these differences are influenced by SNEs’ employment in different parts of the school organisation. Statistical cluster-analysis was used to categorise SNEs into five distinct groups based on how they view the problems of pupils in school difficulties. Key concepts employed in the analysis are, primarily organisational vs occupational governance in relation to professional jurisdiction. Findings suggest that SNEs are less unanimous in their views of school problems, than prior research indicates. The variance is partly due to where they work in the school organisation, but we also find indications that different groups of SNEs experience different forms of governance with regard to their professionalism. The results are important due to the scope of the data and method of analysis as well as the illustrated variance of professional values and situations of SNEs and the potential consequences for the development of inclusive education.
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| 8. |
- Lindqvist, Gunilla, et al.
(författare)
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Different agendas? The views of different occupational groups on special needs education
- 2011
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Ingår i: European Journal of Special Needs Education. - London : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 26:2, s. 143-157
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the present paper is to investigate how different occupational groups explain why children have problems in school, how they believe schools should help these children and the role they believe that special educational needs coordinators (SENCOs) should have in such work. A questionnaire was distributed to all teaching and support staff in a Swedish municipality (N=1297). As a result, 938 persons (72.5%) answered the questionnaire. The answers given by (a) preschool teachers (b) teacher assistants (c) SENCOs (d) special teachers (e) class teachers and (f) subject teachers were compared. Several interesting patterns emerged from the data indicating that the occupational groups to a large extent have different ideas concerning how the school should work with children in need of special support. The SENCOs were, for example, the only group that believed that they should be involved in school development. The outcome of the study is discussed in relation to the notion of inclusive education.
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| 9. |
- Nilholm, Claes, et al.
(författare)
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Is it possible to get away from disability-based classifications in education? : an empirical investigation of the Swedish system
- 2012
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Ingår i: Scandinavian Journal of Disability Research. - : Taylor & Francis. - 1501-7419 .- 1745-3011. ; 15:4, s. 379-391
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Tidskriftsartikel (refereegranskat)abstract
- Disability classifications is given a minor role in the Swedish national policy on special needs in schools. In the present study questionnaires are used to investigate the actual importance of medical diagnosis in obtaining special support as well as attitudes towards such practices. The study involves different levels of the educational system as well as different occupational groups within compulsory schooling and preschool. The results show that: 1) disability-based categories are seen as less needed in practice by chief education officers than by principals; 2) disability-based classifications have stronger support among school staff than in the guiding documents and among principals and chief education officers; 3) a disability-based approach has stronger support at the compulsory school level than at the preschool level; 4) the group most in favour of disability-based classifications is teachers and those most against are chief education officers, principals and SENCOs.
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| 10. |
- Nilholm, Claes, et al.
(författare)
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What is the problem? : explanations of school difficulties by eight occupational groups
- 2013
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Ingår i: International Journal of Special Education. - : International Journal of Special Education. - 0827-3383 .- 1917-7844. ; 28:1, s. 161-171
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Tidskriftsartikel (refereegranskat)abstract
- Data from four different questionnaires are analyzed. Explanations of school problems are compared for chief education officers, principals (in municipal and independent schools), subject teachers, class teachers, special teachers, special educational needs coordinators (SENCOs), and assistants. Explanations involving deficits tied to the individual child were by far most common. Teachers and principals were the groups least likely to view teachers as a cause of school problems. Principals were even less likely to do so than the teachers themselves, and this was also the group that was least likely to consider the functioning of classes as an explanation of school difficulties. A school-leadership paradoxis identified, meaning that principals discern causes of school problems that are not within their influence.
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