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  • Brodin, Jane, 1942-, et al. (författare)
  • Computer play for children with disabilities
  • 2000
  • Ingår i: International Journal of Design. - Lippincott Williams & Wilkins. - 1991-3761. ; 23:2, s. 125-128
  • Tidskriftsartikel (refereegranskat)abstract
    • For all children play is the leading and dominating acticity in childhood and essential in child development. Many children with severe disabilities have limited opportuities to play and need support. The article is a description of the computer play centres and the first three activity years.
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4.
  • Brodin, Jane, 1942- (författare)
  • ICT: a tool for play and communication
  • 2002
  • Ingår i: Assistive Technology: shaping the future. - Amsterdam : IOS Press. - 1-586033735- - 4274906159 ; s. 185-189
  • Bokkapitel (övrigt vetenskapligt)abstract
    • ICT as a link for promoting inclusion of children with disabilities
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5.
  • Brodin, Jane, 1942- (författare)
  • ICT in Education and In-service Training
  • 2003
  • Ingår i: Assitive Technology: Shaping the future (G. M. Craddock, Ed.). - Burke, VA : IOS Press. ; s. 212-215
  • Bokkapitel (övrigt vetenskapligt)abstract
    • Focus is on ICT in education and in-service training of teachers working in special education
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6.
  • Eriksson, Göta, 1943- (författare)
  • Talbegreppets utveckling ett radikalkonstruktivistiskt perspektiv
  • 2001
  • Licentiatavhandling (övrigt vetenskapligt)abstract
    • I denna studie fokuseras barnets tidiga kunskaps-bildning i aritmetik, med utgångspunkt i den radikalkonstruktivistiska teorin. Enligt denna teoribildning ärtalbegreppet inte statiskt utan en individuell konstruk-tion,  som  genomgår  kvalitativa  förändringar  underbarnets  aritmetiska  utveckling.  De  räknehandlingarbarnet kan utföra ses som beroende och präglade avdet konstruerade talbegreppet.
7.
  • Eriksson, Göta, 1943- (författare)
  • Tidig aritmetisk kunskapsbildning. Ett specialpedagogiskt perspektiv
  • 2004
  • Ingår i: Democracy and participation. A challenge for special needs education : proceedings of the 2nd Nordic Research Conference on Special Needs Education in Mathematics. - Örebro : Pedagogiska institutionen, Örebro universitet. - 91-7668-399-0 ; s. 149-161
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • Radical constructivism gives us a way of thinking about how to learn something. Learning through teaching the child as a competent communicator in a developmental perspective is in focus. What the child does when communicating about arithmetic problems is in the forefront instead of the traditional view of what communication can do with the child. Consequently arithmetic knowledge is an individual and evolving process. Early practical forms initiate and make possible later more complex ones. Hence we set our own formal arithmetical knowledge on the side in our decisions about how to teach the child and focus on the child’s knowledge. We need to focus learning on how the child constructs inter-mental processes as a result of modifying earlier knowledge when solving arithmetic problems. A model of the child’s early arithmetic can be constructed by longitudinally analysing children’s intra-mental structures through inter-mental processes. Then learning can guide the teaching process.
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8.
  • Helldin, Rolf (författare)
  • Special Education Knowledge Seen as a Social Problem
  • 2000
  • Ingår i: Disability & Society. - Leeds : Taylor & Francis Ltd. - 0968-7599. ; 15:2, s. 247-270
  • Tidskriftsartikel (refereegranskat)abstract
    • The article is based on a historical study aiming at analysing the historical determinants for the academic content of the special educational discipline-regarding both ideological attitudes against disability and segregation and more concrete initiatives of action-as it appeared when the expert-function of special education was established during the 1920s and 1930s in Sweden. As the determinants I consider the nineteenth, as well as the twentieth cetury's socio-ideological, educational political and educational philosophical discourses. In order to describe the tendencies in contents I have used the first Scandinavian journal in the special educational field (Hjalpskolan). I have in my discussion been inspired by Michel Foucault's analysis of subtle conditions of power, in the forms of regulations and control mechanisms between the societies 'normal' and its marginal groupings. The essence of the study is that these tendencies are socially constructed within the knowledge tradition of the swedish compulsory school system. Despite their variations they can be classified as follows: a moralizing theme, where the various scientifically coloured arguments for and against segregation are discussed. A religious 'merciful' theme; the genuine human loving compassion with 'the societies least fortunate'. Finally, the sociopolitical theme with focus on socio-economical discussion. [ABSTRACT FROM AUTHOR]
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9.
  • Helldin, Rolf (författare)
  • Special Education: Perspectives, Social Sciences and Ethics
  • 2003
  • Ingår i: Pupils´School Failure or Schools´ Failure?  : A combined theoretical and practical model for teacher training in Europe. - Stockholm : Institutionen för individ, omvärld och lärande. - 91-89503-15-5 ; s. 8-42
  • Bokkapitel (övrigt vetenskapligt)
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10.
  • Helldin, Rolf, et al. (författare)
  • Specialpedagogikens normativa betingelser
  • 2004
  • Ingår i: Utbildning och Demokrati. - Uppsala : Pedagogiska institutionen. - 1102-6472. ; 13:2, s. 45-75
  • Tidskriftsartikel (refereegranskat)abstract
    • Discussions in political philosophy are useful for the understanding of democratic problems within and close to Special Education contexts and the liberal concept of "a school for all". The primary theroetical frames are drawn from "critical theory". This theory points out the necessity for participants in school-settings to negotiate about the normative meaning of concepts like "class-inequality", "solidarity", "fairness", "freedom" and "welfare state". The final point is that different interpretations of freedom and the possibility of happiness in a society, have something important to say about the daily work in schools and Special Education. Today school demands and favours certain forms of language, styles, life experience etc. There is a risk that in unequal situations decisions are made which support those who are in a dominant social position. Differences are thus mainly based on class, and in such a social situation, the idea of the welfare state and its care of people is necessary to promote acceptable conditions for all.
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