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| 2. |
- Ala í- Rosales, Shahla, et al.
(författare)
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Emerging Opportunities in Higher Education : Applied Behavior Analysis and Autism
- 2010
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Ingår i: European Journal of Behavior Analysis. - Oslo. - 1502-1149. ; 11:2, s. 207-216
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Tidskriftsartikel (refereegranskat)abstract
- The growing number of children diagnosed with autism and the recognized importance of evidence-based interventions has substantially increased the need for well-trained applied behavior analysts. Relative to public/consumer demand, there are very few higher education programs that are equipped to train behavior analysts specializing in autism. Worldwide, there are only a few programs accredited by Association for Behavior Analysis International (ABAI), that have course sequences approved by the Behavior Analysis Certification Board (BACB), and have formal institutional course approval for classes in autism and behavior analysis. The purpose of this paper is to introduce a series of expert commentary on the context, content and systems required to build quality higher education programs in autism and applied behavior analysis. Together the articles in this special section of the European Journal of Applied Behavior Analysis form a resource for faculty and university administrators interested in the development of innovative and socially relevant training programs in higher education.
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| 3. |
- Allodi Westling, Mara, 1959-
(författare)
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Goals and values in school : A model developed for describing, evaluating and changing the social climate of learning environments
- 2010
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Ingår i: Social Psychology of Education. - : Springer. - 1381-2890 .- 1573-1928. ; 13:2, s. 207-235
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Tidskriftsartikel (refereegranskat)abstract
- This paper defines a broad model of the psychosocial climate in educational settings. The model was developed from a general theory of learning environments, on a theory of human values and on empirical studies of children's evaluations of their schools. The contents of the model are creativity, stimulation, achievement, self-efficacy, creativity, safety, control, helpfulness, participation, responsibility and influence; they are hypothesised to be structured in a circular model. The contents are defined and related to existing theories and research in education, special education, educational psychology and sociology, on the basis of reviews of literature. The model underlies the Goals, Attitudes and Values in School questionnaire, developed to assess the characteristics ofeducational settings. The model can be a practical tool in understanding and appreciating differences between learning environments in research and assessment and it could represent a guideline for interventions aimed to analyse and improve the social climate of learning environments.
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| 4. |
- Allodi Westling, Mara, 1959-
(författare)
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The meaning of social climate of learning environments : some reasons why we do not care enough about it.
- 2010
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Ingår i: Learning Environments Research. - : Springer. - 1387-1579 .- 1573-1855. ; 13:2, s. 89-104
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to analyse reasons underlying the neglect of social climate in education. It discusses the relevance of the concept of social climate in learning environments: presenting evidence of its effects; its importance in special needs and inclusive education; presenting existing differences between settings; discussing the contribution of social climate to teachers’ professional autonomy. The arguments support the view that social climate is an essential factor in educational processes and make incomprehensible the scarce attention reserved to it in educational policy, research and teacher programs. Indications of neglect in the Swedish context are presented. The resistance towards the concept of social climate is related to a) dualistic and hierarchic views; b) characteristics of bureaucratic systems; c) reductionist interpretations; d) difficulties in handling and evaluating social values and goals; e) post-modern criticism of scientific knowledge and psychology. Implications for counteracting reductive interpretations and meeting resistance and criticism are discussed.
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- Brodin, Jane, 1942-
(författare)
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Can ICT give children with disabilities equal opportunities in school?
- 2010
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Ingår i: Improvning Schools. - London : Sage. - 1365-4802 .- 1475-7583. ; 13:1, s. 99-112
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Tidskriftsartikel (refereegranskat)abstract
- Opoportunities for children wih disabilites to participate in school on equal conditions as others are often stressed while reality schows that many childrne with disabilities are stills egregated. ICT has been highlighted as a tool for communication and inclusion for children with disabilities but from research it appears that implementation of technology in children's everyday lift is difficult.One conclusion of the project is that there is a need both for technical and social support in school if ICT schould function as a bridge for inclusion of all pupils.
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| 6. |
- Brodin, Jane, 1942-
(författare)
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Remedial Education for Children with ADHD in Sweden
- 2012
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Ingår i: Contemporary Trends in ADHD Research. - Rijeka, Croatia : InTech. - 9789533078588 ; , s. 107-126
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Bokkapitel (refereegranskat)abstract
- The purpose of the chapter is to increase the understanding and knowledge of children with ADHD and their everyday lives in educational settings. As these children constitute an ever increasing group all over the world and the disorder really creates huge problems for them in school, this chapter will focus on remedial education in Sweden.
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| 7. |
- Cramér-Wolrath, Emelie, 1954-
(författare)
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A deaf preschooler's acquirement of sequential bilingualism, Swedish sign language and spoken Swedish
- 2011
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Ingår i: Rights and Education : NERA 2011 Conference Proceedings.
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Konferensbidrag (refereegranskat)abstract
- Description of bilingual acquisition in different modalitiesThe aim of this case study is to describe and analyse the process of a deaf girl's bilingual bimodal acquisitions from the age of 10 to 81 months of age. The first language acquired from birth was Swedish Sign Language in visual-gestural modality and from the age of three years with a cochlear implant (ci) also spoken Swedish in aural-vocal modality. This is viewed from the socio-(bi-)cultural constructive theory.Methodology/research designThe main participant, here called Diana, grew up in a signing family, as both parents were deaf as well as an older sibling, though her twin was hearing. She attended pre-school and school for deaf children where she got education mainly through Swedish Sign Language. Diana was video-observed in her home during five years in sessions of one hour. Usually the sessions consisted of three activities: story-, play- and mealtime. Focus in this study is based on data of story time from 18 sessions of Diana interacting in joint attention with members in her family. Prior to ci Diana communicated through Swedish Sign Language. Data was collected through transcribedvideo-observations, brief field notes, record assessments from the speech therapist in the ci-team and an interview with the child's deaf parents. In the first analysis step the single case study methodology was used. Where data of joint attention is exploratory analyzed in-depth and details are described (Creswell, 2007). In the second step data and results of the first step analysis were compared to studies within the field. The records and interviews validate the trustworthiness of the analysis. The specific research question to be addressed at this occasion is: within a frame of joint attention what characterises the interaction process of acquiring sequential bimodal bilingualism in a young deaf child with ci?Expected findingsThrough this unique single case study findings can illuminate as to how sequential language acquisition is developed and elucidate the parental mediation. The content of the processes should have implications for pedagogical professions especially in habilitation and preschool contexts. The preliminary results show a rapid progression in the second language despite limited exposure to it and being in a different modality.
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| 8. |
- Cramér-Wolrath, Emelie, 1954-
(författare)
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A HEARING CHILD GROWING UP IN A DEAF FAMILY ACQUIRES PARALLEL BIMODAL BILINGUALISM, SWEDISH SIGN LANGUAGE AND SPOKEN SWEDISH
- 2012
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Konferensbidrag (refereegranskat)abstract
- Description of bilingual acquisition in different modalitiesThe aim of this case study is to, within a socio-historical (Vygotsky, 1934) frame, describe and analyse the process of a parallel bimodal bilingual acquisition. A hearing Child Of Deaf Adults (CODA) interchanging with deaf family members were followed longitudinally. The languages acquired from birth were Swedish Sign Language in visual-gestural modality and spoken Swedish in aural-vocal modality.Methodology/research designThe main participant, here called Hugo, grew up in a signing family, as an older sibling and his twin sister as well as both parents were deaf. He attended local pre-school where he communicated in spoken Swedish. Hugo was from the age of 10 to 40 months video-observed in his home in sessions of one hour. Usually the sessions consisted of three activities: story-, play- and mealtime. Focus in this study is based on data from story- and play-time from 12 sessions. Interaction consists of episodes in joint attention and of Hugo’s private speech (Bodrova & Leong, 2003). Data was collected through video-observations, brief field notes and an interview with the child's deaf parents. In order to find patterns of critical changes in the data two types of analyses were conducted. The first inductively exploring started already at the transcriptional work in that possible moments of critical changes were noted and compared between participants. Interchanging episodes were in-depth analyzed (Creswell, 2007) and in-detail described (Yin, 2009). In the second step data and results of the first step analysis were abductively compared to studies within the field. The fieldnotes and interviews validate the trustworthiness of the analysis. The specific research questions to be addressed at this occasion are what characterises the process of acquiring and mediating parallel bimodal bilingualism of a young CODA. Expected findingsThrough this single case study findings can illuminate how parallel language acquisition is developed and elucidate the parental bimodal and bilingual mediation. The content of the processes should have implications for pedagogical professions especially in information to educational contexts and bilingualism. The preliminary results show scaffolding bilingual acquisition, unlike previous studies, by single simultaneous bimodal insertions.
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| 9. |
- Cramér-Wolrath, Emelie, 1954-
(författare)
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Attention Interchanges at Story-Time: A Case Study From a Deaf and Hearing Twin Pair Acquiring Swedish Sign Language in Their Deaf Family
- 2012
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Ingår i: Journal of Deaf Studies and Deaf Education. - : Oxford University Press (OUP). - 1081-4159 .- 1465-7325. ; 17:2, s. 141-162
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Tidskriftsartikel (refereegranskat)abstract
- This case study longitudinally analyzes and describes the changes of attentional expressions in interchanges between a pair of fraternal twins, 1 deaf and 1 hearing, from the age of 10–40 months, and their Deaf family members. The video-observed attentional expressions of initiating and reestablishing interchange were grouped in 5 functional categories: “getting,” “directing,” “maintaining,” “redirecting,” and “checking” attention. Changes appear to be associated with development during the twins’ ages of 10–13, 15–24, and 28–40 months, including the use of vision in communication. Although there are similarities in the changes of each twin's communicative initiations, there are also differences based on hearing status, personality, and use of modality. This is evident in the ways in which each twin's individual attention interchanges unfold over time; it is also connected with the parents' negotiating attention and arranging “seating positions” with them. Implications and findings for special educational purposes are discussed.
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| 10. |
- Cramér-Wolrath, Emelie, 1954-
(författare)
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Parallel Bimodal Bilingual Acquisition : A Hearing Child Mediated in a Deaf Family
- 2013
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Ingår i: Sign Language Studies. - : Project Muse. - 0302-1475 .- 1533-6263. ; 13:4, s. 516-540
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this longitudinal case study was to describe bimodal and bilingual acquisition in a hearing child, Hugo, and in what ways these were guided by his Deaf family. Video observations of the family interactions were conducted from Hugo’s age of 10 months until he was 40 months old. The family language was Swedish Sign Language (SSL). With Hugo, however, the parents used one language base in which single gestural signs or vocal words were often simultaneously inserted, the latter when not in visual contact. Hugo showed awareness of visual attention to SSL communication at 22 months and differentiated vocal and gestural modality according to his partner two months later. During the 28-month and 32-month sessions, a grammatical analytic phase might explain why Hugo’s SSL was rare. Findings are possibly vital for a broader international audience than professionals who meet bimodal bilingual children.
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