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- Hemmingsson, Helena, et al.
(author)
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BAS Bedömning av anpassningar i skolmiljön
- 2020
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Book (other academic/artistic)abstract
- Många elever i dagens svenska skola är i behov av anpassningar och särskilt stöd. För att rätt insatser ska kunna planeras och genomföras är det viktigt att elevernas behov upptäcks och kartläggs på ett systematiskt sätt. BAS - Bedömning av anpassningar i skolmiljön är ett validerat elevcentrerat intervjuinstrument som är utvecklat för att bedöma i vilken grad förutsättningarna i en viss skola överensstämmer med elevens förutsättningar. Instrumentet är avsett för barn från ungefär 7 år och uppåt. Det innehåller 16 frågor om vanliga aktiviteter och uppgifter i skolan där eleven kan behöva anpassningar eller särskilt stöd. I materialet finns samtliga formulär som behövs för att genomföra bedömningen, men också teoretisk bakgrundsinformation om instrumentet och instruktioner inför användning och administrering. I boken finns även två elevexempel för att ge läsaren en inblick i hur instrumentet fungerar i praktiken. Till boken hör en webbplats där allt material finns tillgängligt. På insidan av omslaget finns en kod som behövs för registrering. Koden är unik och kan enbart brukas av en användare. BAS kan användas för alla elever som behöver stöd eller anpassningar i skolan. Materialet riktar sig främst till elevhälsan, speciallärare, specialpedagoger och arbetsterapeuter.
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| 2. |
- Yngve, Moa, 1985-, et al.
(author)
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Establishment in productive occupations and perceived work ability among former students with special educational needs one year after upper secondary education
- 2023
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In: Work. - : IOS Press. - 1051-9815 .- 1875-9270. ; 75:1, s. 85-95
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Journal article (peer-reviewed)abstract
- BACKGROUND: Establishment in productive occupations i.e. work and further studies, is challenging for students who experience special educational needs (SEN).OBJECTIVE: The study aim was to investigate productive occupations and perceived work ability one year after upper secondary education among former students with SEN who had received a student-centred information and communication technology (ICT) intervention.METHODS: Questionnaire data on productive occupations (n = 81) were complemented with the semi-structured Worker Role Interview (WRI) concerning perceived work ability (n = 20), in an embedded mixed methods design. Group comparisons between participants who were and were not established in productive occupations were performed. Written notes from the WRI were analysed with a deductive content analysis.RESULTS: Findings demonstrated that almost two-thirds (63% n = 51) of the former students with SEN were established in productive occupations. The established group had to a higher extent obtained pass grades and had to a lesser extent received time-assisting ICT. Managing daily routines in combination with a productive role in a satisfactory manner was perceived as most challenging for the participants in relation to their work ability.CONCLUSION: The results indicate that students with SEN need person-centred support to handle difficulties both in and outside upper secondary school to promote the transition from school to establishment in productive occupations.
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| 3. |
- Yngve, Moa, 1985-, et al.
(author)
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Information and communication technology to improve school participation among upper secondary school students with special educational needs
- 2023
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In: Scandinavian Journal of Occupational Therapy. - : Informa UK Limited. - 1103-8128 .- 1651-2014. ; 30:3, s. 311-321
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Journal article (peer-reviewed)abstract
- BACKGROUND Evidence-based information and communication technology (ICT) interventions to enhance school participation among students with special educational needs (SEN) are required.AIM To evaluate the impact of an ICT intervention on school participation among upper secondary school students with special educational needs.MATERIALS AND METHODS Data on 300 students’ assessments with the School Setting Interview (SSI), grades and school attendance were used in this quasi-experimental study, with a one-group pretest-posttest design. Descriptive and inferential statistics and effect size were used, as well as Rasch analysis to generate interval data on the students’ ordinal SSI ratings.RESULTS In the ICT intervention (median time eight hours), 54% of the students received a tablet, and software concerned with planning and structure was received by 85%. After the ICT intervention, a significant decrease in perceived need for adjustments in school activities was found on a group level and 30% of the students improved their school attendance. Students who benefitted the most from the ICT intervention had few adjustment needs in school activities and no special educational support at baseline.CONCLUSION An ICT intervention is promising for improving school participation among upper secondary school students with SEN.
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| 4. |
- Yngve, Moa, 1985-, et al.
(author)
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Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs
- 2019
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In: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 34:3, s. 327-341
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Journal article (peer-reviewed)abstract
- The aim of this study was twofold: (1) to identify factors associated with a high level of accommodation needs in school activities among students with special educational needs (SEN) in regular upper secondary education; and (2) to investigate the extent to which schools have met students’perceived accommodation needs. Accommodation needs and their provision in school activ- ities were assessed with the School Setting Interview for 484 students with SEN. Students’mean age was 17.3 years and 50% did not have a diagnosis. A logistic regression analysis revealed that a high level of school absence, studying a vocational pro- gramme, and a neuropsychiatric disorder were associated with a high level of accommodation needs. In the majority of school activities, about 50% of students had not received any accommo- dation despite an experienced need for support. About 30% of students perceived a need for support even though they had been provided with accommodations, and around 25% stated they were satisfied with received accommodations. Regular upper secondary school students with SEN are insufficiently provided with accom- modations to satisfactorily participate in education. Specific stu- dent characteristics, e.g. high level of school absence, should receive special attention when investigating and accommodating students’needs for support in school activities.
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