| 1. |
- vernersson, Irene, 1961-
(författare)
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Open University Press
- 2000
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Ingår i: Maidenhead.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Brodin, Jane, 1942-, et al.
(författare)
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Computer play for children with disabilities
- 2000
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Ingår i: International Journal of Rehabilitation Research. - : Lippincott Williams & Wilkins. - 0342-5282. ; 23:2, s. 125-128
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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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| 3. |
- Brodin, Jane, 1942-
(författare)
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ICT: a tool for play and communication
- 2002
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Ingår i: Assistive Technology: shaping the future. - Amsterdam : IOS Press. - 1586033735 - 4274906159 ; , s. 185-189
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- ICT as a link for promoting inclusion of children with disabilities
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| 4. |
- Brodin, Jane, 1942-
(författare)
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ICT in Education and In-service Training
- 2003
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Ingår i: Assitive Technology: Shaping the future (G. M. Craddock, Ed.). - Burke, VA : IOS Press. ; , s. 212-215
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Focus is on ICT in education and in-service training of teachers working in special education
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| 5. |
- Helldin, Rolf
(författare)
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Special Education Knowledge Seen as a Social Problem
- 2000
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Ingår i: Disability & Society. - Leeds : Taylor & Francis Ltd. - 0968-7599 .- 1360-0508. ; 15:2, s. 247-270
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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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| 6. |
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| 7. |
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| 8. |
- Westling Allodi, Mara, 1959-
(författare)
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Support and Resistance : Ambivalence in Special Education
- 2002
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Support and Resistance discusses the interaction between pupils of different abilities and the school organisation. The dissertation has its point of departure in the views of pupils, both those with special support and their classmates. It outlines how school is – and how it should be – in the views of schoolchildren. The results show that the presence in a class of a child with disability correlates with better class climate. Contradictions between goals and values in the educational system are supposedly solved with a compartmentalisation of goals and values, in which the differentiated settings take more responsibility for the goals of socialisation and democratic participation, while the regular settings concentrate on the goals of selection and achievement. This tends to be unsatisfactory, however. The theoretical framework of the dissertation relates to concepts from the fields of sociology, group psychology, psychoanalysis, the history of ideas and the history of education. The empirical studies concern pupils’ self-concept, their perceptions of class climate and school in relation to organisational aspects of learning settings such as homogeneity/heterogeneity, the special support offered at school, the presence of differentiated settings and the opportunity of participation. These studies are based upon questionnaires and texts written by children in comprehensive schools, and on interviews and observations of educational settings. The results and their implications are related to the goals of socialisation, democratic education and social participation. This work is of interest to educators, school administrators, policy-makers and scholars in the fields of education, special education and disability research.
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