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| 2. |
- Ramberg, Joacim, 1977-
(författare)
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Focus on Special Educational Support in Swedish High Schools : Provision within or outside the students' regular classes?
- 2017
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Ingår i: Marginalization Processes across Different Settings. - Newcastle-upon-Tyne : Cambridge Scholars Publishing. - 9781527503298
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Bokkapitel (refereegranskat)abstract
- In a society that increasingly requires educational skills, academic success is fundamental to overcoming social exclusion and marginalization. The longer a child stays in school and the more opportunities he/she gets to finish high school education, the better chances he/she gets to be included in the labor market and also become a participating member of a democratic society (Includ-ED 2006). The Include-ED report highlights that there is a relationship between academic success and social inclusion, which means that schools themselves must be inclusive institutions that can provide opportunities for learning for all students. Inclusive institutions can be described in many ways and on many levels. However, one important factor that is decisive for inclusive education is where the educational support is provided (Includ-ED 2006).This chapter focuses on how special educational support is organized in Swedish high schools, and especially where the special educational support is provided, by the schools’ special educational professionals and other school staff, including how these issues are related to marginalization processes. Most research within the field of special education in Swedish high schools, targets specific schools and/or specific programs. This study is a contrast in that it covers all Swedish high schools and the data focused on here builds on 764 schools.The chapter starts with a brief description of the Swedish high school education system and policy documents appropriate to special education.This is followed by a section which focuses on the concepts of marginalization, social exclusion, social inclusion and dropout. Then the results are presented and discussed in relation to previous research.
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| 3. |
- Tjernberg, Catharina, et al.
(författare)
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Inclusion in practice : a matter of school culture
- 2014
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Ingår i: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; 29:2, s. 247-256
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Tidskriftsartikel (refereegranskat)abstract
- The main aim of this study was to find out how reading and writing education can work successfully in practice without being exclusive. The teachers preferred heterogenous groups and emphasised the importance of various teaching methods and approaches so as to be able to deal with student diversity. They had a good theoretical foundation and the ability to link-up their theoretical knowledge with what they learned from experience to create action-oriented knowledge. The importance of each student being challenged in the next development zone was stressed. The teachers’ positive belief in their students’ ability and their commitment to the pedagogical process were other central factors. The successful results of the teachers’ work showed the importance of mentorship, co-operation with colleagues and continuous pedagogical discussions, led by a researching teacher, so as to promote the teachers’ own reflective ability. This created an inclusive school culture in which all the students felt they were competent, valued and never excluded.
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| 4. |
- Herkner, Birgitta, 1951-, et al.
(författare)
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Early identification or broken promises? : a comparison of literacy assessment performance in 112 Swedish third graders
- 2014
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Ingår i: European Journal of Special Needs Education. - : Taylor & Francis Group. - 0885-6257 .- 1469-591X. ; 29:2, s. 237-246
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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.
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| 5. |
- Mounzer, Wissam, 1982-
(författare)
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A Follow-up Study of Early Intensive Behavioral Intervention Program for Children with Autism in Syria.
- 2023
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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.
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| 6. |
- Mounzer, Wissam, 1982-
(författare)
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Using Modeling and Prompting to Teach Imitation Skills to Syrian Children With Autism Spectrum Disorder
- 2021
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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.
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| 7. |
- Mounzer, Wissam, 1982-, et al.
(författare)
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Using Prompting and Modeling to Teach Imitation Skills and Eye Contact to Syrian Children with Autism Spectrum Disorder
- 2024
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Ingår i: Developmental Neurorehabilitation. - 1751-8423 .- 1751-8431. ; 27:3-4, s. 83-92
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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.
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| 8. |
- Ramberg, Joacim, 1977-
(författare)
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The Association between Parental Support and Adolescents’ Psychological Complaints : The Mediating Role of a Good School Climate
- 2021
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Ingår i: Children. - : MDPI AG. - 2227-9067. ; 8:7
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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.
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| 9. |
- Rojas, Carlos, 1983-, et al.
(författare)
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Governance dynamics and local autonomy in large-scale governmental funding: The case of Sweden’s campaign to improve equity
- 2024
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Ingår i: Policy Futures in Education. - 1478-2103.
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Tidskriftsartikel (refereegranskat)abstract
- This article analyses the Swedish case of the government’s funding for equity, which annually provides over 600 million euros to improve equity. Being one of the largest funding schemes ever for work towards educational equity it also provides full autonomy for local education authorities (LEAs) to use the money at their discretion. By studying local decisions through interviews and analysing applications and plans in nine cases, we deepen our understanding of governance relations between state, LEAs and schools. Our findings show that funding is used mostly for general purposes, rather than for specific measures to improve equity. Dynamics of governance that mitigate improvements in equity are also found. LEAs take advantage of their position as receivers and distributors of the funding to local schools, deciding what equity is and how to invest in improving it, rather than passing funds to their school units and let them decide on its use.
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| 10. |
- 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 .- 2000-4192. ; 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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