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- Adams Lyngbäck, Liz, 1966-
(författare)
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Dis/ability literacy through parenting
- 2017
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Ingår i: Abstract book.
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Konferensbidrag (refereegranskat)abstract
- This presentation introduces qualities of a social literacy in deaf and disability contexts through parenting a child who is deaf or hard of hearing. Following a social justice education framework on privilege studies, social literacies and allyship (Adams & Bell, L.A. & Griffin, P., 2007; DiAngelo, 2012; Evans & Wall, 1991; Evans, Assadi, & Herriott, 2005; Kimmel & Ferber, 2014; Ong-Dean, 2009; Sensoy & DiAngelo, 2012), this collection of qualities held by parents has been compiled from examining empirical material based on the first-person perspective of 19 parents against the background of their related networks of social encounters of everyday life. This analysis departs from examples found of a development process in parenting based on lived, in-depth experiences of disability and uncertainty which enable individuals to exhibit ways of understanding and engaging as allies to individuals and groups who are deaf and hard of hearing. Through contact with other parents in sensorial differentness, awareness, actions and commitments to goals of more inclusive and equal conditions for the child and others like the child are enacted. Dis/ability literacy is characterized by being able to identify with others who have similar experiences in other types of differentness leading to insight about disability in their relationships. Developing these social literacy qualities is a way parents exhibited perspective-changing through ‘unlearning’ and can be summarized as being interested, concerned, obligated, aware of needs, and willing to accommodate. Important issues to be discussed are the social literacy potentials of uncertainty and the betterment of social relations between individuals and groups in sensorial differentness, building on a care ethic.
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- Allodi Westling, Mara, 1959-, et al.
(författare)
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Users' needs on play for children with disabilities
- 2017
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Ingår i: Handicap, Reconnaissance et “Vivreensemble” [Recognition and “Community living”]. - : European Society for Disability Research. ; , s. 10-10
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Konferensbidrag (refereegranskat)abstract
- The COST Action ”LUDI-Play for Children with Disabilities” is devoted to the enhancement of play for children with disabilities. In order to develop policies, practices and professional training on the topic of play for children with disabilities, it is necessary to take account of the users’ needs. Aim. The aim of the study is to investigate the users’ needs on play for children with disabilities. Method. Surveys directed to disability associations and parents, developed by the COST Action ”LUDI-Play for Children with Disabilities” were distributed to 31 coordinators and translated into 23 languages. 75 answers were collected from association in 24 countries and 129 from parents in 26 countries. Results from Associations. Play for play sake is important and essential for a wide range of reasons. Play conduces to an array of positive outcome for the child, even if it is experienced as a free activity without specific objectives. Results from parents. Play is an activity that fulfil essential needs for the child. The child’s needs were to have friends and peers, adapted and specialized toys, a knowledgeable adult; improved skills necessary to play; accessible outdoor environments; available time; societal attitudes, policy and resources. The children’s experiences of play were reported. Play is an engaging activity in which the children observe, communicate, share and experience participation. Play means positive emotions as joy, happiness, relax, excitement and fun. The children experience agency when they play. The children wanted to play for more time, to have more options, adaptions, and to overcome barriers.
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- Andersson, Fia, et al.
(författare)
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Challenging assessing practice in schools for students with intellectual disabilities
- 2017
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Ingår i: Book of Abstracts. ; , s. 13-13
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Konferensbidrag (refereegranskat)abstract
- Within the Swedish special school for children with intellectual disability (ID) issues concerning the improvement and formative assessment of knowledge appropriation are largely unexplored. The teaching practice has generally been organized by means of simple, repetitive tasks with a minimum of variation and a tempo that tends to inhibit, fragmentize and simplify the whole. Thereby contemplated knowledge remains inaccessible and to a simpler assessment practice. However, new demands from the government make teachers face requirements to create more complex assessment practices. This presentation is based upon data from seven case studies focusing teachers experiences from teaching and assessing literacy. The case studies were designed as research-circles, focus groups interviews, or as research and development projects. 120 teachers from different special schools together with researchers were involved. Theoretically, the projects are framed within the Cultural-Historical Activity Theory and focus on two main issues: What is the object of teachers´ assessment work concerning literacy? How do teachers handle a changed teaching assignment – from a simpler to a more complex practice? Results indicate that teachers seem to be hindered by their taken-for-granted assumptions about assessing, i.e. to shift perspective from focusing on what simply could be assessed to what would be worth assessing. By challenging these assumptions, potential changes in assessment practices could be discussed.
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- Lyrberg, Åsa, 1971-
(författare)
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Developing a shared practice for reading and writing instruction : A classroom-based study in a school for children with intellectual disability
- 2015
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Ingår i: NoFa5 - Nordic Conference on Subject Education. - : University of Helsinki. ; , s. 96-96
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This presentation is based on an intervention, conducted in the Swedish compulsory school for children with intellectual disability, grundsärskolan. Previous research (Berthén, 2007; Reichenberg, 2012; 2013) and a report from the Swedish Schools Inspectorate (2010) indicate that students in grundsärskolan are not given adequate opportunities for literacy learning in social interaction with their teachers and peers. The aim of this study was to design, implement and analyze lessons, focusing on a certain object of learning: The capability to distinguish between words and letters in continuous text. Another interest was to investigate whether analyses of research lessons, planned by teachers and researcher together, might increase students’ opportunities to develop literacy capabilities. A theoretical framework combining sociocultural theory, variation theory (Marton & Pang, 2006; Runesson, 2006) and Clay’s (1991) theory of early reading and writing instruction was used in order to design a series of three lessons, following the method of Learning study. Results show that variation of content and participants’ interaction are mutually related in the process of costituting the object of learning. Thus, learning opportunities depend on how the object of learning is focused by variation and how the participants’ interact in relation to this.
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