| 1. |
- Helldin, Rolf, 1944-, et al.
(författare)
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Specialpedagogiska nybyggare : En historisk antologi om organisation, funktionshinder och särskilt stöd under 1900-talet
- 2011
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Antologin innehåller texter om Karin Danell och Charlottendals skolhem, den första specialskola för elever med grav språkstörning (av Agneta Ahlin-Emilsson); om Alfhild Tamm, en pionjär inom läs- och skrivforskning (av Toura Hägnesten); om systrarna Runströms och Björsgårdens skol- och feriehem i Leksand (av Torsten Lundberg); om specialpedagogiska synsätt i läroplaner (av Gunilla Sandberg); om en skoldaghem i Mälardalen (av Elisabet Ekegren Johansson); om livet på en institution för personer med utvecklingsstörning (av Ingela Lindkvist Larsson)
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| 2. |
- Lundqvist, Johanna, 1975-, et al.
(författare)
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Values and Needs of Children With and Without Special Educational Needs in Early School Years : A Study of Young Children’s Views on What Matters to Them
- 2019
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 63:6, s. 951-967
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Tidskriftsartikel (refereegranskat)abstract
- Understanding how children experience life in educational settings should be an imperative for educational practitioners, evaluators, and researchers. Listening to children’s points of views would facilitate the development of educational settings that meet the needs of children and contribute to their wellbeing and development so that their experiences are both joyful and meaningful. A total of 56 children between the ages of 5 and 7 in 65 educational settings located in central Sweden were included in the study. Amongst the 56 participating children, 29 were identified as having special educational needs. The children’s views were collected from 2012 to 2015 using drawings and interviews, and these were analysed using a thematic analysis. Nine themes that reflected matters of importance for the children, both those with and without special educational needs, are described. These themes are discussed and linked to previous research, educational evaluation models, and theories of values and needs.
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| 3. |
- Olsson, Maria, 1961-
(författare)
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Lärares ledarskap som möjliggörande och begränsande i mötet med ’alla’ barn : En deltagarorienterad studie
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to, based on teachers’ experiences, describe and analyse meanings of teachers’ leadership in general, and in relation to children in need of special support in particular. The study was carried out within the tradition of participatory-oriented research, a research circle. The dialogues in the circle were based on the participants’ questions, experiences, interests, and knowledge. The circle included a researcher and nine teachers from the following types of schools: preschool, preschool class, compulsory school, and compulsory school for pupils with learning disabilities.The study is based on an understanding of leadership as a relational practice. Leadership is practised in the interaction between teacher and child. Both parties exert influence over the practice of leadership. A central assumption in the study is that knowledge can develop through and in interactions between people, that knowledge and power are connected, and that knowledge and actions are intertwined. Another central assumption is that learning is a complex phenomenon.In the analysis of the research circle’s dialogues, the following meanings of teachers’ leadership emerge: to facilitate learning and discipline, and to promote different interests. The practice of leadership involves teachers handling complex situations in their interactions with ‘all’ children, i.e. children in need of special support and children without such needs. Leadership is practised between teachers and children, and the teachers have to consider the group of children as a collective in relation to the individual children. At the same time, the teachers have to consider their intentions versus what happens during the interactions. In addition, the teachers have to pay heed to the fact that their own actions and the children’s actions influence one another. Finally, the teachers have to consider the individual child’s ‘best interest’ in relation to the requirements of the policy documents. Furthermore, the results indicate that the practice of leadership is perceived as both unpredictable and, to some extent, predictable at the same time, which adds to the complexity of leadership. The teachers cannot know for sure what the children understand or if the children’s actions facilitate learning. However, the teachers can make certain assumptions about how to practice leadership in order to facilitate learning and discipline in children with different needs. The meanings of leadership were expressed in different ways in the circle’s dialogues; both as enabling and limiting in interactions with children in need of special support. One of the study’s conclusions is that leadership seems to be particularly complex in interactions with children in need of special support.The research circle’s dialogues served to promote a democratic knowledge process. The dialogues were characterised by respect for the participants’ different opinions; however, this does not mean that they were free from power structures.
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| 4. |
- Wandin, Helena, 1971-, et al.
(författare)
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A Scoping Review of Aided AAC Modeling for Individuals With Developmental Disabilities and Emergent Communication
- 2023
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Ingår i: Current Developmental Disorders Reports. - : Springer Science and Business Media Deutschland GmbH. - 2196-2987. ; 10:2, s. 123-131
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Forskningsöversikt (refereegranskat)abstract
- Purpose of Review Aided AAC modeling is an umbrella term for when communication partners model language on an aided AAC system to support an individual’s comprehension and/or communication development. This scoping review aims to provide an overview of aided AAC modeling studies targeting individuals with emergent communication and describing features and findings from these studies.Recent Findings Research on interventions that includes aided AAC modeling is growing. Recent studies cover interventions for individuals that previously were excluded, such as individuals who use alternative access methods to select symbols.Summary A search yielded 29 studies that encompassed a total of 237 participants using emergent communication. Positive outcomes from the aided AAC modeling interventions were reported in the majority of the studies. In future research, a clear description of the different components of the interventions and their expected effect on the outcome may assist in comparing the effect of different types of aided AAC modeling interventions.
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| 5. |
- Zakirova-Engstrand, Rano, et al.
(författare)
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The International classification of functioning, disability and health – children and youth (ICF‐CY): testing its utility in classifying information from eco-cultural family interviews with ethnically diverse families with children with disabilities in Kyrgyzstan
- 2009
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Ingår i: Disability and Rehabilitation. - : Informa UK Limited. - 0963-8288 .- 1464-5165. ; 31:12, s. 1018-1030
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Tidskriftsartikel (refereegranskat)abstract
- Purpose. The objective of this study was to test the utility of the International classification of functioning, disability and health – children and youth’s (ICF-CY) Environmental Factors component by classifying family interview data from two ethnically and culturally diverse – Kyrgyz and Uzbek – families that have children with various types of disabilities in Kyrgyzstan, Central Asia.Methods. The eco-cultural family interview (EFI) was used to interview four Kyrgyz and four Uzbek families. The obtained data were analysed by using manifest content analysis; identified units of meaning named as ‘EFI items’ and ‘EFI concepts’were then linked to the ICF-CY’s codes by application of ten linkage rules.Results. The analysis of transcribed interviews identified 669 EFI items and 745 EFI concepts. The linking of EFI items tothe ICF-CY showed: 92 EFI items and concepts were linked to nd (not definable); 104 items were linked to nc (not coveredby the ICF-CY); 15 items were categorised as pf (personal factors); 21 items were linked to categories found in Activities and Participation; and 3 were linked to Body Functions components. The rest of EFI items and concepts were linked to categories of the Environmental Factors component.Conclusion. The codes included into Chapters 1, 2 and 5 of the ICF-CY environmental component can be easily assigned to the relevant EFI items. There is a necessity to add more codes in Chapters 3 and 4 of the Environmental Factorscomponent, and the inclusion of a separate component of Personal Factors into the classification is suggested.
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| 6. |
- Arvidsson, Patrik, et al.
(författare)
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IDENTIFICATION OF POSSIBLE LEARNING PROBLEMS IN CHILDREN WITH INTELLECTUAL DISABILITIES
- 2023
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Ingår i: The Routledge Handbook of Inclusive Education for Teacher Educators: Issues, Considerations, and Strategies. - London : Taylor and Francis Inc.. ; , s. 256-265, s. 256-265
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Bokkapitel (populärvet., debatt m.m.)abstract
- All children have the right to become equal citizens of the society. Children with intellectual disabilities have difficulties in learning and may need support to reach that equality, and some extra resources may be needed. Compared to children with typical development, children with intellectual disabilities have problems in three cognitive areas that are essential for learning activities: Abstract thinking. Understanding/using abstract symbols (text, numbers, money, and time) and imagining non-experienced things and situations. Several-steps thinking. Understanding multiple-level instructions and connections between cause and effect. Simultaneous handling of information. Nuanced considerations/comparisons, risk considerations and problem solving that manifest in complex social situations. Endorsing an interactive bio-psycho-social understanding of intellectual disabilities implies that learning limitations are the discrepancy between abilities and the level and/or quality of support, and according to this an inclusive approach to learning should be based on knowledge about abilities rather than dis-abilities. Two inclusive classroom strategies for learning are presented and discussed in this chapter. These strategies seek ways of providing universal, inclusive learning situations where children with intellectual disability can interact with any children and the most important role for a teacher is to find ways to support the children in that interaction.
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| 7. |
- Klang, Nina, 1978-, et al.
(författare)
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A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms
- 2020
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Ingår i: Frontiers in Psychology. - : Frontiers Media SA. - 1664-1078. ; 11
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Tidskriftsartikel (refereegranskat)abstract
- Concerning challenges with the social inclusion of children with special educational needs (SEN), it is imperative to evaluate teacher interventions that promote social inclusion. This study aimed to investigate the effects of cooperative learning (CL) intervention on social inclusion. In addition, it was investigated to what degree CL implementation affected the outcomes. Fifty-six teachers of 958 fifth-grade children were randomly selected to intervention and control groups upon recruitment to the study. The intervention teachers received training and coaching in CL and implemented this approach three to four times a week for 15 weeks. The results showed a significant but small effect of CL on children’s social acceptance, but no significant effect on children’s friendships and perceptions of classroom relationships. The degree of CL implementation had effect on children’s social acceptance, but the effect was not consistent across social acceptance measures as a friend or a groupmate. Thus, it can be concluded that CL, conducted with the length and intensity of this study, may not lead to substantial changes in the social inclusion of children with SEN. In future studies, more focus needs to be devoted to teacher implementation of the CL approach.
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| 8. |
- Ramberg, Joacim, 1977-, et al.
(författare)
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Job strain and sense of coherence : Associations with stress-related outcomes among teachers
- 2022
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Ingår i: Scandinavian Journal of Public Health. - : SAGE Publications. - 1403-4948 .- 1651-1905. ; 50:5, s. 565-574
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Tidskriftsartikel (refereegranskat)abstract
- Background: Teachers constitute an occupational group experiencing high levels of stress and with high sick-leave rates. Therefore, examining potentially protective factors is important. While prior research has mainly focused on the link between teachers’ own experiences of their work environment and stress-related outcomes, it is also possible that colleagues’ perception of the work environment and their possibilities for dealing with work-related stress contribute to influencing individual teachers’ stress. Aim: The aim of this study was to investigate how teachers’ reports of high job strain (i.e. high demands and low control) and sense of coherence (SOc), as well as the concentration of colleagues reporting high strain and high SOc, were associated with perceived stress and depressed mood. Methods: The data were derived from the Stockholm Teacher Survey, with information from two cross-sectional web surveys performed in 2014 and in 2016 (N=2732 teachers in 205 school units). Two-level random intercept linear regression models were performed. Results: High job strain at the individual level was associated with higher levels of perceived stress and depressed mood, but less so for individuals with high SOc. furthermore, a greater proportion of colleagues reporting high SOc was associated with lower levels of perceived stress and depressed mood at the individual level. Conclusions: High SOC may be protective against work-related stress among teachers. Additionally, the proportion of colleagues reporting high SOC was related to less individual stress, suggesting a protective effect of school-level collective SOC.
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